24 24 26018 https://digitalcollections.library.gvsu.edu/files/original/7146d6bbdfa1bb76ddaf00540b702b8b.jpg a244558b6e7564af19686e6bbb48dc49 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 Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. 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 Merrill_LS00316 Date A point or period of time associated with an event in the lifecycle of the resource circa 1935 Title A name given to the resource Aleut burial under elderberry Description An account of the resource Black and white lantern slide of an excavated burial site with exposed human skeleton under an elderberry tree. Subject The topic of the resource Lantern slides Uyak Bay (Alaska) Archaeology Excavation Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) 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/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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/2f4a32df8fa16e15b1c328bd514bc1b0.pdf b6bc7834bdfa2df813b54e66a72f4abc PDF Text Text 4.2.18 Pere Marquette Room 6p.m. Sexual Assault Awareness Week consent@mail.gvsu.edu Al~x is an alien fe,nme dedicated to healing th r tJ, art and radical love. Inspired by Kim Katrin ileo't menage "Our most radical work is to love ouna'-, • Alex worics to uplift lhe ways radical (salt)-love can transform communities, inlllnupt systems of oppression, and facilitate healing. Y can leam mon, aboutAlex Jenny and their~ !,y visiting 11tumJdnftee:CQQ1 ldd bll lnlknedclg ~ 1 2 0 ~rm - \_T,, f -~ - \'a' --; ~ -"""i' ' • • - ... ~- .. • • ••-:r . • •• -_,. ~ • � 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_WGS_2018_Sexual-Assault-Awareness-Week-Alex-Jennny.pdf Creator An entity primarily responsible for making the resource Women, Gender, and Sexuality Studies Department Date A point or period of time associated with an event in the lifecycle of the resource 2018-04-08 Title A name given to the resource Alex Jenny Keynote Presentation Description An account of the resource Keynote for Sexual Assault Awareness Week. Information on speaker, location, time and place of keynote included. Subject The topic of the resource Women's studies Rape--Prevention Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department 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/58f36608540652946f9a0782a39bf4de.jpg 5013c9dabad58bae6195e8896266a024 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</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 GV012-01_UAPhotos_000778 Title A name given to the resource Alexander Calder at the 1969 commencement Description An account of the resource Alexander Calder received an honorary degree at the 1969 commencement. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Events Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/5b8a8ab50c6e6e063a0dac2b1f133b81.jpg 12ab9917db8a1cc6eeb41f331b15c365 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection Alexander Calder Fine Arts Center Calder Fine Arts Center Performing Arts Center Performing Arts Center 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</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 GV012-01_UAPhotos_000048 Title A name given to the resource Alexander Calder Fine Arts Center Description An account of the resource Exterior of the Alexander Calder Fine Arts Center, later named the Performing Arts Center, ca. 1972. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Facilities Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1972 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives color photo https://digitalcollections.library.gvsu.edu/files/original/9ca26292ac8acd8805dab9fc428ec8b6.jpg 37ef083ce6aeb5acaa0171be9b51ed76 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1990s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</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 GV012-01_UAPhotos_000419 Title A name given to the resource Alexander Calder Fine Arts Center Description An account of the resource Alexander Calder Fine Arts Center. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Facilities Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives color photo https://digitalcollections.library.gvsu.edu/files/original/e132333178175cc21bfc2983982499e7.jpg d03ebb783d984d2dc6008b58bff38c2e 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1990s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</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 GV012-01_UAPhotos_000420 Title A name given to the resource Alexander Calder Fine Arts Center Description An account of the resource Alexander Calder Fine Arts Center. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Facilities Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives color photo https://digitalcollections.library.gvsu.edu/files/original/06a2ad9a6500be365b7368321679b972.jpg 598a381f34e6c4c21b18bc8e4a4c565b 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection Alexander Calder Fine Arts Center 1980s 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/. Date A point or period of time associated with an event in the lifecycle of the resource circa 1980s Title A name given to the resource Alexander Calder Fine Arts Center. Students walking on campus Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001645 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Description An account of the resource Students walking on campus near the Calder Fine Arts Center. Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Students Facilities Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In copyright - Non-commercial use permitted.</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/b5c5dadf64bb89413521f07ba0725bf3.mp4 1bf6c022169a474c9f9a2e8a73f0ef8c https://digitalcollections.library.gvsu.edu/files/original/7fd2a2e98e40bf9d6e4f0aa66b1b69b0.pdf 335e794fd81af4ca796e189082af036a PDF Text Text Grand Valley State University Veterans’ History Project Floyd Alexander Vietnam War 57 minutes 40 seconds (00:18) Early Life -Born on October 29, 1949 in Jerseyville, Illinois -Went to first four years of grade school there -Moved to Dow, Illinois -Graduated in 1968 (00:53) Army Enlistment -February 1969 enlisted in the Army -Wanted credit for a new car -Bank refused to give him any credit because of being draft age -Did not know much about Vietnam -Two cousins served in Vietnam but didn’t talk about it -Requested to be an MP (military police) -Wound up being placed in artillery (02:20) Basic Training -Sent to Fort Leonard Wood, Missouri -Greeted by a drill sergeant -Screamed at the recruits -Intimidated them -Had “zero week” for processing -Placement tests -Documentation -Physicals -Was in a “fat farm” for overweight recruits -Had to run everywhere, walking was not allowed -Always got recruited for “special” jobs -Very difficult to adjust to military living -Never had trouble with other recruits -Drill instructors were all Vietnam veterans -Told that they were fat and stupid and thus would get people killed (05:16) A Quick Note on His Parents -Father worked for a flour mill -Family raised small livestock -Helped family raise the animals -Helped with being disciplined, somewhat strong, and having some stamina (06:15)Advanced Infantry Training -Went to Fort Sill, Oklahoma for AIT (advanced individual training) -He was told that the majority of the recruits there would go to Vietnam -Only one recruit did not go to Vietnam -Training consisted of field maneuvers and firing the howitzers �-Learned how to calculate range for the guns -Trained on the 105mm howitzers -Was trained how to do everything artillery related -Loading the guns, firing the guns, calculating ranges, etc. -AIT was just as difficult as basic training in terms of actual training -Not as emotionally taxing as basic training -Wasn’t harassed by drill instructors in AIT -AIT lasted eight weeks (08:53) Deployment to Vietnam -After AIT was over was given a thirty day leave to go home -Dad was a WWII vet who was upset about enlistment and deployment -Mom got draft notice five days after he left for basic -Both parents knew that he was going to be sent to Vietnam one way or another -Sent to Fort Lewis, Washington for deployment -Went from Washington, to Alaska, to Japan (10:07) Arrival in Vietnam -Arrival date was December 22, 1969 -Landed in Cam Ranh Bay, Vietnam -Country had a weird smell to it -Kept in Cam Ranh for a “zero week” waiting for deployment orders -Also got booby trap training at this time -Assigned to Bravo Company of the 2nd/319th Artillery of the 101st Airborne Division -Flew up to Camp Evans via Chinook helicopter (11:40) Brief Overview of Timeline -Sent to Bravo Company for an amount of time -Helped move guns to Firebase Ripcord -Attached to Alpha Company of the 2nd/506th under Captain Burkhart -Infantry duty as an RTO (radio telephone operator) in the field (12:59) Firebase Jack -Met up with Bravo Company at Firebase Jack -Great reception -Looked for soldiers that were also from Illinois (found two) -Assigned to a gun crew -Gun 5 (out of 7 or 8 total gun crews) -Guns stayed there for a while until being moved -Firebase Jack stayed relatively calm (14:38) Firebase Ripcord -Moved to Firebase Ripcord around May to help move 105mm howitzers there -Nothing serious happened during the transfer of the howitzers -Loaded the guns onto a Chinook helicopter -Traveled with the guns -Surrounded larger artillery (155mm guns) with smaller howitzers -Had to reinforce and barricade their positions -Fired countless shells every day -Job was a “loader”: physically put rounds into howitzer -Wasn’t quick enough once and the recoil hit his leg �-Got sent to Camp Evans for medical examination -Stayed there for one week -Thought he would get to go home -Had to physically move the ammunition around -They had beehive (shrapnel-projectile) rounds, illumination (flare) rounds, and white phosphorous (incendiary) rounds -Stayed on Firebase Ripcord for about a month (19:53) Alpha Company-General Information -Got assigned to Alpha Company at this point to be an RTO for Lieutenant Brennan -Flown out to the field via helicopter -Job was to figure out coordinates and call them in via radio that he carried -Never had to walk point in the field -Called in heavy firepower on enemy positions -Artillery and gunships -Miserable walking in the jungle especially during monsoon season -Hunkered down and stayed quiet at night -Captain Burkhart’s replacement, Captain Hawkins, was an equally good leader -Had one 2nd Lieutenant who was reckless and wanted to be a war hero (26:12) July 22, 1970 Pt. 1 -Before major engagement on July 22 there was a sense of deterioration around Ripcord -More contact with NVA, helicopter crash, artillery positions was blown up -Does not recall anyone from his gun crew dying because of the battery exploding -Found an NVA communications line shortly before fighting on July 22 -Encountered small arms fire and satchel charges -Hunkered down on the hillside with officers -Started losing officers -Rescued wounded soldier from NVA fire -NVA were advancing rapidly down the hill -NVA were executing wounded Americans -Played dead and laid on top of soldier -Got kicked in the head by advancing NVA -Blacked out (30:30) July 22, 1970 Pt. 2 -Woke up from being blacked out -Went to get help for wounded man -Found Captain Hawkins who helped move him -He (Floyd) and Captain Hawkins began to call in fire again until Capt. Hawkins got wounded -Pinned down by the NVA for the entire day -NVA pulled back at nightfall after relentless airstrikes -Had to dig in for the night -Delta Company came in the next day and evacuated the survivors -Came right to Alpha Company and created a landing zone for the helicopters there -Started to take fire as they pulled out, he was one of the last ones to leave (35:50) Post Ripcord Vietnam -Sent to Firebase Rakkason for a debriefing -Kept separated from other soldiers �-Didn’t want to damage morale -Sent to Camp Evans after Firebase Rakkason -Stayed with the infantry until he left the country (December 1st 1970) -Bitterness in the wake of what happened at Ripcord -All other contact with the NVA seemed to pale in comparison -Spent a lot of time in the field -Only got to be in the rear for five days (besides leg incident) -Wanted to take an R&R to Australia -Resupply helicopter that would have served as a transport was shot down first try -Fog kept everyone grounded on his second try for R&R (39:30) General Morale in Vietnam -Never saw drug use in the rear or in the field -Never saw racial tensions -Served alongside African American soldiers in the artillery and in the field -Seen as equals in battle -Wrote home almost every day -Mom, aunts, cousins, dad, brothers wrote back -Three to four day wait time -Care packages were very common -Got half a case of baby food after mentioning fresh fruit in a letter (42:14) Leaving Vietnam and Coming Home -Got a “Santa Claus Drop” from Richard Nixon -Got sent home before Christmas (December 1st to be exact) -Landed in Fort Lewis, Washington -Flew in in the middle of the night -Options were a steak dinner then leave, or getting “dress greens” then leaving -Opted to forego the steak dinner and just go -Encountered protestors in Dallas, Texas -Got called a baby killer by one of them -No violence, no retaliation, just walked away -Welcomed home extremely well in Illinois (44:18) Fort Hood and Honor Guard Duty -Sent to Fort Hood -One of the six highest decorated men in his battery and was made an honor guard -Felt guilty not being able to tell families what had happened to the soldier -One mother was so bitter that she refused to accept the flag -Was not attached to any other duties at Fort Hood during his time as an honor guard -Took turns carrying a loaded casket using an honor guard for the sense of realism (47:46) Life after the Army -Army wanted him to re-enlist -Offered him money, promotion, and retirement plan -Catch was that he would have to go to Vietnam for another tour -He refused to re-enlist �-Went back to his place of work before the war -Was being turned away because he was a Vietnam veteran -Union president got involved as well as the VA and got him his job back -Worked there until he retired (49:50) Reflections on Service -Views service as having a positive impact on his life -Not a good time, but there were good times during his time in the Army -Had a temper coming home -Arrested for disorderly conduct -Has to see psychiatrist to keep emotions in check -Wife and family have a noticed a positive impact from therapy -Thirty two years after Vietnam he finally decided to seek therapy -Hated and resented the government -Disgusted by the fact that the Battle of Firebase Ripcord was covered up by Congress -Never talked about his experience in Vietnam with anyone -Couldn’t get loans from banks because of being a Vietnam veteran -Joined Ripcord Association after being contacted about it -Book was written and published in the early 1990s about the battle -His name was mentioned in it -Association wanted him to join because of this � 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/. Title A name given to the resource Alexander, Floyd (Interview outline and video), 2013 Creator An entity primarily responsible for making the resource Alexander, Floyd Description An account of the resource Floyd Alexander was born in 1949 in Jerseyville, Illinois. He grew up in that area and joined the Army in February 1969. He trained at Fort Leonard Wood, Missouri and Fort Sill, Oklahoma to be a part of the artillery. He was deployed to Vietnam in December 1969 and attached to Bravo Company of the 2nd and 319th Artillery of the 101st Airborne Division and later Alpha Company of the 2nd and 506th as a radio operator. In Alpha Company he saw action in the Battle of Firebase Ripcord and served in Vietnam until he was released early on December 1st, 1970. After the war he returned home and served as an honor guard at Fort Hood during the last part of his enlistment. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2013-10-12 Identifier An unambiguous reference to the resource within a given context AlexanderF1452V Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 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/1d25988b78112f383b782a9c0d3fa7d5.pdf 86e8d15230b019482198d0841fc064b5 PDF Text Text Young Lords In Lincoln Park Interviewee: Alfredo Calixto Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 2/8/2012 Biography and Description English Alfredo “Freddy” Calixto belongs to a family who were among the first Puerto Rican families to move to Chicago in the early 1950s. Born in Caguas, Puerto Rico, Mr. Calixto lived through the displacement of Puerto Rican families from La Clark to the Lincoln Park Neighborhood where he grew up. Both of his parents and several of his many siblings became involved in the Caballeros de San Juan and Damas de María. His father also spent time with the Hacha Viejas (Old Hatchets), a social club that was active in the neighborhood. Mr. Calixto describes struggling with discrimination in Lincoln Park and how these early experiences inspired him to commit himself to advocating for Latino youth. He has served as the Executive Director for Broader Urban Involvement and Leadership Development (BUILD), a non-profit community organization in Chicago that was founded in 1969. He is currently the Vice President for Institutional Advancement at St. Augustine College, the only bilingual institution of higher education in the Midwest. Spanish Alfredo “Freddy: Calixto es parte de la familia quien fueron unos de los primeras familias que se movieron a Chicago en el principio de los 1950s. Nacido en Caguas Puerto Rico, Señor Calixto vivió por el �desplazamiento de las familias Puertorriqueñas de La Clark hacia Lincoln Park, donde creció. Sus padres y la mayoría de sus hermanos fueron parte de la Caballeros de San Juan y Damas de María. Su padre también trabajo con Hacha Viejas, una organización social que era activa en el vecindario. Señor Calixto describe su pelea contra discriminación en Lincoln Park y como esas experiencias lo inspiro a dedicarse a la lucha para los jóvenes Latinos. También a sido parte de la Executive Director for Broader Urban Involvement and Leadership Development (BUILD), una organización sin lucrativa en Chicago que fue creada en 1969. Hoy, Señor Calixto, es el vicepresidente por la Instiutional Advancement en St. Augustine College, que es la única institución bilingüe en el medio oeste de educación mayor. �yl_Calixto_Alfredo ALFREDO CALIXTO: Freddy. Okay, my name is Alfredo Calixto. I go by So, everybody knows me as Freddy Calixto. born in Caguas, Puerto Rico on February 28, 1956. I was And my dad took myself, my older sister, and my mother to the States probably before the end of 1956. brother. [Huiso?]. His name is José Luis Calixto. I had an older We call him And he, for some reason, my dad -- I don’t know if he couldn’t afford everybody, but he left him in Puerto Rico, in Caguas, in Barrio San Salvador. And he ended up staying there, getting raised my grandparents. He never made it with us back to Chicago, where we came from -where we went to, Chicago. The family, as I mentioned, I was [00:01:00] not even one years old before I even landed in Chicago, and my family moved. We lived -- the first place we lived when we were in Chicago -JOSE JIMENEZ: AC: What was your dad and mom’s name? My dad is Luis Calixto Cruz. Jiménez. My mother is Juana [Roldán?] They’re both from Caguas; both born in Caguas, Puerto Rico, from the Barrio San Salvador in Caguas, in Borinquen, Puerto Rico. Anyways, well when we came to Chicago, we went to live in what’s known as Chicago South Side -- currently today, the University of Chicago 1 �property. They -- we used to live on 63rd and Ellis, and that was a primary Puerto Rican community back in those days. A lot of people were living there. I remember living in a very big building with a lot of apartments. [00:02:00] It was like what you would consider a courtyard apartment building. And they were all -- everybody was Puerto Rican there. And there was buildings there. Woodlawn; it was all the way 63rd and Woodlawn. Was That was all where my aunt, we were always there and that was the -all Puerto Rican, the whole community back then. I was there probably till I was about five, maybe five years old. And by the time I was five, we moved, My father moved us, our family, to the north side into what’s known today as Lincoln Park. We moved to Halsted Street. Halsted and Armitage -- Halsted and Willow. We were on And we lived on Halsted Street between North Avenue and Armitage for, I don’t know how many years we lived there. different apartments on that block. We moved to From 1960 till 19-- probably 1970, or ’69 [00:03:00] or ’70, when we moved from that pocket of the neighborhood to another area, in Old Town; to North Avenue and Mohawk there. What I remember, you know, growing up in Lincoln Park, one of the first things was that, you know, being raised in a Puerto Rican home, you know, we spoke Spanish. My parents were, you 2 �know, spoke Spanish. They didn’t know English. And us, as children growing up in the household, we all spoke Spanish ’cause that’s all we knew, you know, till we went to school. My first experience with school in Chicago public schools was Newberry School on Willow, and -- between Orchard and Burling. And I remember slightly, you know, I was six years old when my parents put me in school. didn’t do the five-year-old thing. Commented [SC1]: Spelling corrected They So I was already six years old when I went to Newberry and they put me in first grade. Commented [SC2]: This was spelled wrong And because I was six, I went to first grade and not kindergarten. And to me [00:04:00] it was -- I was traumatized ’cause that’s the first time I heard English. And I was like, “Oh my God, what is this?” You know, I was very, s-- I was crying and scared and all that. But eventually, you know, in the school system, I eventually adopted fairly quickly, I’m assuming. I don’t -- you know, ’cause I know that I stayed in first grade for another year because of the English. I didn’t know English, and so they kept me in first grade for another year till, you know. And I think whatever they did that second year, first grade, it did whatever they wanted to do. ’Cause that’s -- by that time, I started to adapt to the American lifestyle, and then English, and all that. And I went to -- from first grade, I remember goin’ to third grade, not second, 3 �’cause I stayed there twice. And then from third grade, I went to fifth because by third grade, that’s when they had already taken all the Spanish out of me. ’Cause, you know, they -- at Newberury School, they said that it was bad. Spanish was bad, so that’s how we were taught. And so we were, you know, doin’ our [00:05:00] best to get rid of the language in our lives, you know. Not -- my parents, I had still came home and had to talk Spanish to my mom and my dad. But outside the home and the neighborhood -- when I was hangin’ out with the fellas -- the neighborhood or back in school, it was always English. And by the time I got to fifth grade, it was totally English, you know, and I went home and talked English. happen, you know. And that’s what started to When we came from Puerto Rico, it was me and my sister and, as I mentioned, we left a brother in Puerto Rico; so there were three of us. My family is total of 11, so all the other ones were born here in Chicago from -- after me. They were all born in Chicago. And all of ’em -- I think, ex-- yeah, I think most all of ’em. I think my sister, [Migdalia?] was probably born in the South Side -- and Victor -- were at the South Side Cook County Hospital, was the place that my mother went to give birth. All the other ones were born in St. Joseph Hospital [00:06:00] when it used to be on Belden, over there on 4 �Halsted. Hospital. That used to be St. Joseph -- the old St. Joseph That’s where all the other ones were born at. So living in the community -JJ: How was the culture thing between your parents and you, now you’re speaking mainly English and [they’re?] speaking -- AC: Well, I think what it was, it gave us as young -- as kids, we were able to, you know, try to hide things from the parents by using the English language. And the, you know, the parents responded, you know, with their Spanish. And then eventually, you know, throughout the years, they would start to pick up the English language and they start responding in their English -- Spanglish, you know, to us. And the, you know, and they would just say, you know, get upset and all that. So it was a little, I think we used it as a way of getting around certain things in the house. And eventually when you needed to talk English or Spanish, you would have to, you know, they would force it on you. But, what I saw happening to me and a lot of people -[00:07:00] with my friends, and of course all my siblings, ’cause they came after me -- and so they were all English only. They didn’t have Spanish ’cause by the time they came around, they were just speakin’ a lotta English already. My mom was -- and dad were adapting to the English language, so they had more -- or less experience -5 �of exposure to Spanish than I did. So that’s what I think was happening in the household, you know, the... Whenever you wanted to hide something from mom and dad, you used English. knows.” Until finally you started realizing, “Oh man, she You know, ’cause she knew -- then she started getting, you know, becoming aware of things. Our parents started to say, “Well I better learn a little bit.” And they started pickin’ up certain things here and there, so that when you told us -- talked about something, they knew what you were talking about. But not everything, so they - - you were able to get around a lot of the things. And a lot of the culture that was outside the house was completely different, you know. Growing up in the Lincoln Park community, when I lived on Halsted, when I [00:08:00] got to -- I finally -- we moved to Willow, right in front of Newberury School. We used to live at 711 West Willow, right in front of the school. of years. Commented [SC3]: Delete? So we lived there for a lot There was a family that lived up -- we lived in the first floor. Upstairs was the Martinez family, Herbie and his family, you know. And so, that’s when I started to experience the gang culture in the community ’cause, you know, Herbie used to be a Trojan. the Trojans. He was the President of And so his brother and I -- Harry -- we wanted to be junior Trojans and, you know, we were in fifth 6 �grade I think at the time. So we picked up the name and we were, you know, junior Trojans, but not really, you know, not really into the gang [cult?] thing, you know. Just doing it ’cause, you know, we saw it there with them and people in the other blocks, you know. We lived between Burling and Orchard and there were Trojans and there were other gangs in the other areas. And then as you grow, you know I went to -- shortly after that, after s-- I was in Newberry. From Newberry fifth grade, you graduated [00:09:00] from Newberry -- or not graduated, you passed. From fifth grade, you went to sixth. And back then, it was -- you had to go to Arnold Upper Grade Center, which was in Armitage, in Burling. And there, you went for sixth, seventh, and eighth grade before you graduated and went on to high school. So I passed from fifth grade at Newberry and went up to Arnold. cultural shock. And then Arnold was another Because now, you know, growing up in the little pocket neighborhood, you’re meeting other people from other parts of the neighborhood: from Armitage and Sheffield, from Bissell and Armitage, and from Dickens, all meeting up at Arnold. different people. And so there we met a lot of The same kind of thing happened. started picking, you know, everybody picked a group. became somebody. We We We -- I remember we were the Little Red 7 �Devils. Then that’s when I started to see the -- notice the real gang beginnings there. of the neighborhood there. The Latin Kings were part The older guys like the Young Lords, and the Paragons, the Black Eagles were there, [00:10:00] but they were way older there than me. not part of that till later on in years. So I was And then my father moved the family from Willow -JJ: You’re talking about when they were a gang, when the Young Lords were a gang? AC: Right, this was early on, right. 1969. So when I -- we moved in We moved over to North Avenue in the Old Town neighborhood out of the what, you know, we call the Lincoln Park into the Old Town neighborhood by St. Michael’s Church. All through those years, we were members of that church, St. Michael’s. Caballeros San Juan. church. My father was a member of the My mother wasn’t really much into the Think she used to go to the church, but she didn’t join the group because she was always dealing with all the kids, all her own children. But my aunt was real big with the Grupo de María -- I forgot what they called them. JJ: (overlapping dialogue; inaudible) de María. AC: And so my mother -- my father was a Caballero San Juan and [00:11:00] Tía [Canda?] was with the Grupo de María. And they were both, the two, what we would call a little 8 �fanatic about the religion thing -- the Catholic Church there. And they were always going to retiros and things like that. And the retiros were like reunions for all Puerto Ricans, like from the South Side. ’Cause when we left the South Side, a whole community stayed there. It just moved from 63rd Street to 55th -- 55th and Halsted. And they were there for a lot of years. And my aunt, my father’s sister, she -- I guess she liked the South Side. ’Cause she stayed on the South Side, and eventually moved to 53rd and stayed there for a long time, until finally that whole community changed. And the same thing happened in 63rd, it evolved from Puerto Rican to African American to Black. The same thing happened in 53rd -- on 55th. then eventually, she didn’t come north. Pilsen. She went to She ended up on Western and 22nd Street. was like saying, “Tía, what’s up? And (Spanish).” And I She didn’t wanna move to the North Side and after that move, finally she [00:12:00] ended up in Humboldt Park. You know, but our family was there for a long time, and he was part of the church scene. That seemed to me as a reunion for them, from all over Chicago. They would see each other at these retiros that they would go to and -- so they stayed connected. Another thing that I saw that connect the families from -- and friends from Puerto Rico was the 9 �credit union. They established the Caballeros San Juan as a religious organization of the Catholic Church, but they also, in the ’60s, established a credit union. I think that happened on 55th Street, when they were the community on 55th Street. And, you know, developed an outlet for the Puerto Ricans to be able to go to a bank, try to get loans. Some of them were able to. Some of them were more successful, quicker than others, and so they were able to buy homes and things like that. And start businesses. So there were some Puerto Rican families who owned businesses in our [00:13:00] neighborhood. remember. Mario Rivera had Del Campos, a grocer on Willow and Halsted. Arroyo. The Rivera family, I And then there was another one on Armitage, The Arroyo family, they used to have a restaurant and a liquor store that I remember. businesses were American-owned. Most of the other I don’t think we -- I’m trying to remember -- I don’t know if there were any Blackowned businesses in the neighborhood at the time. don’t remember any. ’Cause I I know we had some Puerto Rican-owned and most the other ones were white-owned. JJ: You mentioned the Arroyo family, the Rivera family. there other families in Lincoln Park? Were Was it a family situation or how do you describe it? AC: Well yeah, I mean... 10 �__: [Your extended?] family? AC: They were families and people you grew up with, you know. Everybody was a different family. As I mentioned earlier, we had a lot of Puerto Ricans there, but in Lincoln Park, me growin’ up, [00:14:00] it was like a -- what you would see -- like a melting pot. Like what they were calling Uptown, the melting pot of Chicago, well we and my -- where I grew up and I went to school in Newberry. school with Puerto Ricans, back then was few. I went to There were, Puerto Ricans the majority as far as the Latinos. And then some other Latinos from Mexico and other Latin American countries, but very few of ’em. Rican -- from Puerto Rico. The majority was Puerto And then there were the white, you know, from Appalachia, like what we would call the hillbilly families around, gypsies they used to be around the neighborhood, and the African American, the Black. had some Asian people. So we had like a mix. We You look at my old pictures from the different grades in St. Michael’s, it was always a mixture. And that was cool for me growin’ up in that area. And having the different exposure to different races. We, you know, you kinda stuck to your own [00:15:00] and that’s the way it flowed, you know. You joined up with whoev-- Puerto Ricans and Blacks with Blacks and whites with whites. And that’s the kinda thing, the 11 �way the neighborhood separated itself later in -- at the later days. JJ: So it kind of separated, like were people mixed or were they kind of sticking together to a few Blacks at at time or how -- AC: Well -- JJ: -- how did you stick? AC: -- it was -- when we were younger, didn’t matter ’cause we were just kids at school. But when we got become teenagers, that’s when you starts choosing sides. And so you -- that’s when I was, you know, talkin’ about getting involved more with the gang culture of the neighborhood. We had gangs in every block. (coughs) Excuse me. had Black gangs. So you Back then, you had Stones and you had Disciples and mostly coming from the Projects, which were right down the street from us, on the Cabrini-Green. On Orchard, we had a guy that was a leader of the Stones living across the street from the Boys Club, but he was good -- cool with all of us. [00:16:00] And then eventually, you know, I was recruited into a gang called the Latin Saints. And that started in eighth grade. You know, from eighth grade on to I think my sophomore year in high school. But there were King-- there were Harrison Gents on Burley. And there were -- and then the rest of 12 �the neighborhoods back going -- Halsted and west of that was Latin Kings, which is the largest gang in the area at the time. JJ: So you were recruited, what do you mean? AC: Well, as I mentioned to you, I had moved from Willow to North Avenue. But I used to come to the -- I consider that my neighborhood -- I used to come to my neighborhood everyday. I used to walk from North Avenue and Mohawk by Larrabee -- walk all the way down back to Orchard and Willow. That’s where I hung out, that was my neighborhood around the Boys and Girls Club in Burling. And I had a friend on Burling, so I would always go to his house. And eventually, I would cross, you know, [00:17:00] the white gang that everybody on that -- on our side that I lived on, was always fighting against, was the CORP. white group that was west of Larrabee. And it was a And so I would go through that, come through the neighborhood, cross Orchard -- which was Latin Saints -- and then into Burley, which was Harrison Gents. And so every time you walk by there, they would always try to find out, you know, were you in a gang? Do you want to be in a gang? And I’d always would say no, you know, just do my thing and go back. And eventually, friends of mine -- they were friends, people that I went to school with in Newberry -- were Latin 13 �Saints. And so they were just -- kept talkin’ to me about joining up with them. And eventually I did. So I decided okay, you know, I told them I didn’t wanna get beat up, you know, how you get initiated. up.” I said, “I ain’t getting beat And they said, “Oh, you don’t have to. that to you.” So they didn’t. We won’t do So I joined them. This was like around 1969. JJ: Okay, and [00:18:00] the Caballeros de San Juan and Damas de María, what were some of the activities that they were doing at that time? AC: Kinda going back. Well for us, and this I didn’t realize this until years later, of course, was we were members of St. Michael’s as I mentioned earlier. church. But our masses were never in the main You know, I didn’t realize that till later on I said, “Good Lord.” They had a little hall on the side of the main church, and that’s where we used to have, like, we, you know, it’s like fun for us as little kids. We would go there the activities -- the hall had a bowling alley and things like that. But, you know, as you -- as I grew up and thought about I said, “Oh my God.” You know, they really discriminated against us ’cause they didn’t even give us the opportunity to have mass in the chapel in the main church. They said, no you guys the -- you Latinos have to have mass in El Hall, we used to call it “El Hall” 14 �-- the little hall next to the main church. where all the activities were there. mass. And that’s You know, you go to The Puerto Rican masses were you had some -- a mass [00:19:00] and afterwards you socialized. And so that was the thing they did it all at El Hall, the hall. And then the group, the Caballeros San Juan, they would, you know, they had the deacons. They’d go to -- they would start recruiting for people to go to the schools, whatever. I don’t know what they call it, school theology, whatever. But to go to school to become a deacon. So they were starting to recruit ’cause, you know, very few priests were from Latin American countries. They were always American priests that learned Spanish as they became priests. And so we always had a priest that wasn’t Latino, of course, that gave mass. And you had the assistance of a person of a Puerto Rican background. JJ: And the mass was in the hall. AC: The masses were always held for us -- were always in the hall -- the small little hall inside. But the activities of the Caballeros San Juan was they were do, you know. Their activities, I remember dances -- a lot of dances, a lot of parties that they would throw in the [00:20:00] hall there. And they would, I’m assuming, raising money for the church, ’cause I didn’t think they would doing anything 15 �particularly for themselves. But they had -- and they would sell, you know, we would have dances regularly and there would be charges -- they would charge for the dance. You had to buy your beverages and everything there. And the money would go to St. Michael’s. You know, so throughout the years, they did that. I mean, all the years I remember, they were always -- the masses were always held in the little room -- the little hall. And they were in Commented [SC4]: Should this be cleaned up? the main church throughout the years. JJ: And you were also into the school. You were going to the school? AC: Well, by the time I started going to the school, that was the changing of the neighborhood there, you know, the gentrification of the neighborhood. You know, I went to St. Michael’s in ’69 in eighth grade. So, by the time I graduated high school, ’73, we had gentrification in the whole Lincoln Park area. And so, I believe -- [00:21:00] JJ: You’re talking about three- or four-year time period, or? AC: Well, the four years of me graduating from high school, you know, goin’ to high school in ’69. I think I started high school in September ’69, and I graduated in May of ’73. And so there was a complete change goin’ on in the whole area. Not just there, ’cause St. Michael’s was in Old Town so it’s a little different than the old neighborhood on 16 �Halsted and Armitage and Willow where I grew up at. So there was a shift in the whole community there. JJ: What kind -- I mean, can you describe what-- how that kind of started and what kind of shift was going on, or? AC: Well, people were -- one of the things that I noticed, you know, was a lot of us were not homeowners. renting. Everybody was And so that’s how they would -- you would decide where to live: where you could afford to pay the rent. And so families were moving around ’cause of the landlord said, “Okay, I’m raising the rent [00:22:00] (audio cuts out) find another place.” And I mentioned earlier for my family, we were a big family: my mother, my dad and they had 11 -- or 10 children here, then one that stayed in PR. So every time they moved, they had a big group that they had to move to. And so they had to find big apartment buildings, that’s why we were on North Avenue. On North Avenue we had a real big apartment that everybody fit -- we all fit there. And that was on a big building as well, multi-unit, but everybody there was a Puerto Rican family as well, living there. family upstairs. The Peña family was there, the Roya So we had, you know, that was still the neighborhood there, part of North Avenue, probably from Sedgwick down to Halsted. You know, all Latinos up -- mainly Puerto Ricans, up there. But that was the thing 17 �that I saw, when growing up and experiencing the gentrification. They called it urban renewal. And then in -- I went through my high school years not -- I wasn’t into any of [00:23:00] that stuff. ’Cause I was mainly into, you know, just goin’ to school and messin’ around and, you know, hangin’ out, doing things that we did. that people were moving. But I noticed You know, people were moving, we were getting -- on the block that I hung out the most on was Orchard by Willow between North and Willow. (coughs) Excuse me. And by ’73, the Boys Club was the anchor building on the corner, and it was empty from there all the way to North Avenue. you know. They knocked down all the buildings, We were like, “Oh my God.” They were, you know, we used to do things -- crazy things in those buildings when they were emptied and still around, but eventually they started knockin’ ’em down, so they had all this vacant land on that one side of Orchard. intact. The other side stayed All the three-story buildings were still there and eventually what happened. lot of that property. made some big bucks. The Boys and Girls club owned a They sold it, you know, some people It was [00:24:00] kinda illegal because they were on the board of the Boys Club and just couldn’t have do-- it was illegal for them to do that. But they did make some dollars in the sales of that property. 18 �And that eventually turned out to be townhomes. Which today they’re still townhomes in that whole area from where the Boys Club building is at, all the way south to North Avenue. All townhomes. that I saw. So those were the kind of changes A lot of empty buildings, a lot of families moving west, you know. I didn’t learn about the west neighborhoods -- West Side to, you know, I graduated from high school. Well there in my high school years, we used to get in our car and drive up to Humboldt Park, you know. We used to, when we had friends that moved out there, so we’d come visit them. And so we were doing that a lot. Driving around Clemente High School. neighborhoods on Rockwell. Going into My family had family on Rockwell and North Avenue you know. So they were there the Jiménez and Luis Jiménez had owned the property there. [00:25:00] The Valdez family owned a building there on Rockwell. TAnd so we -- they were like anchored there for a lot of years. them. And so we would always come and visit So that was my back-and-forth tracking from Lincoln Park to Humboldt Park and so forth there during that time. Well, I mentioned I went to St. Michael’s I graduated in ’73. So in ’73, I was already a father, you know. My girlfriend was pregnant, we had our son and he was born in March of 1974. And, so of course, the thing was, you know, 19 �you gotta get married, you gotta get a job, that kind of thing. You gotta support your family now, right? wasn’t into that. So, I I was into hangin’ out with the guys and doin’ my thing, you know. (coughs) Excuse me. And so I didn’t take it serious for a while, you know, we would go out as a group. All the guys would go out lookin’ for work and we end up spending the day getting, you know, getting high, drinking, and come back later at night, in the evening. We didn’t find any work. And so eventually you got, you know her family started [00:26:00] getting, you know laying the law down. Well you need to find a job, you gotta support, you’re gonna have a child, this and that. And so they found me a job. They got me a job at Greyhound and that lasted for a little while. JJ: I lost that job. Your family got you a job? (overlapping dialogue; inaudible) AC: No her family. My girlfriend’s family ended up getting me a job. JJ: What kind of work did you finally do when you s--? AC: Well that, Greyhound was unloading the bus. You know, so I did that for a little while, but I, you know, I didn’t last long. So I kept goin’ around with friends lookin’ for jobs. And back then, I went to St. Michael’s [a lot?]. Most of -- all my friends went to Waller. And Waller had a 20 �program where after your junior year, you went to school only half the day. Half the day in this classroom, the other half you went to work in the factory. ’Cause back then Lincoln Park all through Clybourn was all factories. So there were plenty of factories all around there, places to work. So everybody went to work after 12 o’clock. went to school, and then you shot to your job. You And it was part of your credits for school, but it was [00:27:00] labor for the companies that were all around Lincoln Park. It And it went -- it extended into Lakeview, those factories. And a friend of mine’s, Herc Nelson, he used to work at this big plant on Diversey and Wolcott, that -Stewart-Warner. Was humongous, big old plant. And they made the gaskets that they use in a lot of automobiles. And so he used to work there during the two years of his junior and senior year. And so when we were looking for work, he said let’s go back there. And then since they saw that he used to work there, they said, “Oh yeah.” hired him right away. They They didn’t wanna hire me ’cause they -- you know, I had never worked in anywhere. I did a lot -- my jobs were in shoe stores during high school. Throughout high school, I worked in shoe stores and clothing stores, but never in a factory. So when they hired Nelson, you know, they didn’t say -- they weren’t 21 �gonna hire me. And then, you know, Nelson -- we called him Herc ’cause he was, you know, a [00:28:00] big guy. The Rosario -- Nelson Rosario fam-- the Rosario mem-- Eddie Commented [SC5]: Delete? Rosario, you know, they were all -- all of them were big, stocky guys, so. He told ’em, “Hey, what about my friend?” You know, with his deep voice, and the lady said, “Okay, we’ll hire him, too.” You know. So they gave me a job, so that was my first experience of workin’ in a factory. I said, you know, they gave me a broom. And And stewar-- as I mentioned, they made a press that just presses a gasket, and the remainders of the gasket fall to the floor. My job was to keep sweeping’ that access [sic]] part that can fall into the floor. “What? And I said, “What?” Sweepin’ this eight hours?” was in August. I thought to myself, And, you know, this The summer of ’74 in August. And -- no, the summer of ’73 ’cause I had just graduated from high school. And I started, you know, I said, “My God,” you know, I kept thinking to myself, “I can’t do this. can’t, you know, I can’t do this.” You know. remembered about a organization called ASPIRA. I And I had [00:29:00] And they -- I knew that they told me they help people get into school -- to college. ’Cause I know back in high school, we tried to get college into the counselor’s head, and they would tell us, “Oh, no, you directly to the 22 �factories on Clybourn. You know. You can’t go to college. No way.” So that wasn’t even our radar, but I had it in my mind that I did want to do that. So as I was sweepin’ around, I kept thinkin’ about it, thinkin’ about it. Then two hours later, I threw the broom out and said, “Hell, I can’t do this.” And I left. Milwaukee Avenue. school.” So I went and found ASPIRA on And I just told ’em, “Hey I wanna go to And so that same day, I think it was the last day of registration at Northeastern. They got me to Northeastern, they helped me with financial aid papers, and I started school probably the next day or two days later. Classes started at Northeastern so I began college at Northeastern in the fall of ’73. well. And that was a shock as You know, ’cause wanting to go to school and [00:30:00] being prepared to go to school is two different things. And I couldn’t, you know, I wasn’t prepared through all my grade school and high school years. was educated for college. factories, you know. I never I was educated to go work in the And so, when I wa-- we were at Northeastern, we the same thing that we did everywhere else. We clicked. out and we partied. studying. All the Puerto Ricans clicked. We hung You know, we did that, we did a little So we were there for a couple years, we were collecting our financial aid checks. I had a wife and a 23 �son, you know, so that covered expenses and everything. And every summer I did a job. and I would not work. I would not get work-study Should -- I wouldn’t go to school in the summer so I would get a job as a college student summer job. So I did a couple different things throughout those summers. I went to factories on Clybourn. summer in the factory at Clybourn. Grant Hospital buffing floors. CTA bus. I worked one One summer, I worked at And then one summer I drove And then, you know, I remember [00:31:00] getting a college work-study grant and seeing BUILD -- an organization called BUILD on the sheet. And I remember that brought me back my memories to back when I was, you know, like eighth grade, sixth, seventh, eighth, freshman. Hanging out on Orchard and Willow a guy named Lacey Smith. He was a BUILD worker that used to come around and, you know, I didn’t know what he was doing. curious about it. I was always But he would get us together, the guys from Orchard and Willow, and he would take us to CabriniGreen to play baseball or basketball. We’d go to the YMCA on Larrabee and North and play basketball. They would -- he would bring those guys to the Boys Club to play ball there. And we would do field trips. We would go different places - the racetracks, Soldiers Field [sic], things like that. But I was always wondering, “Why, what was he 24 �doing?” I remember going to St. Michael’s and we did some basketball at St. Michael’s and sitting in the bleachers, they’re watching it from far. ’Cause I would say, “Wow what’s this guy up to, [00:32:00] man? He’s got Stones over here, Kings over here, Saints over here. doin’?” What’s he You know, I was always curious about that. So anyways, I remembered it really well when I saw it on the work-study list. And I told him I wanted to work there. And so they said okay, but that wasn’t my first job. gave me -- assigned me Big Brothers Big Sisters. They I did that, and then I had a friend that was working at BUILD so I told him, “Hey, I wanna work at BUILD, let them know.” And eventually I did get a phone call from a guy, Hank Bach, one of the founders of BUILD. Called me up and said, “Hey, I hear you wanna work for us.” So he said, “Come on over, we could start this weekend.” know, the weekend was camp. And I was like, you They were goin’ to Camp Channing, Michigan. And I said, I told him, “Whoa, whoa, this weekend camp?. Wait, no I’m married, I got a son. wife and a son.” He said, “Bring ’em with you.” was my first experience with BUILD. Channing for the weekend, and it baptized by fire. A So that I went to Camp I was like -- I would call ’Cause we went to camp where they had brought like 75 different gang members from [00:33:00] all 25 �over the North Side. You know, Cabrini-Green, the Latin Eagles from Addison, all the guys from Armitage and Halsted around there, and all of the Orchard and Will-- everybody was there. And it was pretty wild, you know. Wild experience ’cause it was -- everybody wanted to goof off and have fun, of course. So they did their own thing, but eventually that weekend I learned what BUILD was all about. You know, bringing people together to get to know each other on a different level, so that they didn’t have to beat each other up, or kill each other, or whatever it would be. And so that was my first beginnings with the organization. That was in ’76. I started working during my school semesters, like fall and spring. there and then get -- and then when I didn’t have work- study I would get a summer job. in the fall again. You know, then come back And I did that for a while until ’79. Then ’79 they hired me full time. years. I would work And I stayed there 30 From ’79 to 2009 did a lot of [00:34:00] diff-- all the different opportunities that they had there for me. worked on the prevention program. I I think I began working as a prevention staff, working with the -- doing drug awareness in schools. with kids after school. And then doin’ sports activities work with gang youths. And did that. Did intervention Same thing, sports, jobs, things 26 �like that, GED programs, and reportings. You know, did a lot of the administration work, then became supervi-- you know did all the positions at BUILD. Executive Director. Till ’94 became the And I was there for 15 years at the Executive Director till I left in 2009. So that’s my experience with work-JJ: Where are you at now? AC: I’m at St. Augustine College. I came here in September of 2009 and the transition for me was educational. ’Cause, as I mentioned, 30 years at the organization doing street intervention and [00:35:00] prevention work with kids; high risk youth and gang-involved and not gang-involved, and working with parents a lot. That exposed me to community work ’cause I [had done?] a lot of work with parents. And it reminded me, ’cause, you know, my goal -- our goal was to go back to your own neighborhood and work with the young people coming up behind you, so that they didn’t have to experience the things that you went through, and avoid some of the negative things that you did or that was around ’em. And so when I went back to the neighborhood and started working with the short-- younger guys in the neighborhood you know, gettin’ them into sports and things like that. And, you know, I remember I said, “My God.” You know, this was like in the late ’70s and early ’80s, and there was a 27 �major gang -- spike in gang violence. And throughout, you know, the whole area of Lincoln Park there, was -- we had a lot of that goin’ on. Not as, you know -- my years were not involved in that situation. banging. We didn’t do a lot of gang There was no guns pulled out on people like that, you know, I had a [00:36:00] couple experiences, but not much. And then when I, you know, the first shooting on Orchard and Willow was one of the [Velez?] family. Which is another large, Puerto Rican family that grew up in the neighborhood. But one of the Velez kids got lit up on -- he shot on right in front of the Boys Club on Orchard and Willow. And that was like our first experience of anybody getting shot there -- from our group, that was growing up from the Latin Saints there. On -- the Harrison Gents had some issues because they were -- they used to fight the Kings. And they had a couple shootings between them on there. But that was, you know, not compared to other neighborhoods, like what was happening in Humboldt Park and West Town at the time. But it reminded me, ’cause, you know, in the media, what you started to see was, where are the parents of these kids? putting -- blaming fingers. Everybody you know, kept And I was saying, “Wait, my mother,” as I mentioned, we talked about the cultural differences. When I left my house, it was -- I was a 28 �different person. I walked different, you know. It was like, you know, Freddy Calixto from the streets, [00:37:00] you know, walked right out the door. door, you were somebody else. When you went out the When you came into the house, you were, you know, Freddy Calixto, el hijo de Luis y de Juana. And you had to, you know, to act like that. you know, you had So they never knew anything about the gang [involvement?], because that wasn’t part of their culture. You know, they -- my father worked, and then his thing was, you know, la familia. You know, hangin’ out with his -- with the family that would visit, or he would go visit. And my mother was at home all the time, you know, taking care of kids. And from the -- and for dad was the church, like a lot of the Caballeros de San Juan stuff that -- back and forth. exposure. But never -- they never had Lot of the Puerto Rican families never had the exposure to how we grew up in the streets, and what we were doing the streets, until, for a lot of people, was too late. So my mom never knew. never knew.” I realized that, I said, “Mom I remember goin’ to -- comin’ out of school at St. Michael’s and I had a Saints sweater on. My -- three of us, David, and Wilfred all had Saints sweaters on. We walked into the house during lunch, you know, [00:38:00] and then my mother said, “Hey, what’s that?” And, you 29 �know, I looked at her and I said, “Ah, it’s from school. My school sweater.” She goes, “Oh.” another question about it. that. You know, never And you know, so I remember And I said to, you know, “Wait a minute.” “Where are the parents?” this stuff. They don’t know anything about And so I, you know, I started developing an awareness program. parents. You know, Eventually became gang awareness for And we started teaching the -- goin’ into schools and talking to parents of the children and saying, “Look, this is -- you guys need to learn this. on the streets.” This what’s going And we started teachin’ them about all this: the gang structures, and colors, and who’s out there, and where they hang out. know that. And the idea was so that they can And if they saw their kids wearing, you know, black and gold, or black and red, black and green, they would know, “Whoa, whoa, whoa, that’s -- let’s stop this right now.” ’Cause some kids were asking their parents to buy them these clothes, and they were doing it, you know. And back then, allowing them to put the laces in the shoes, and the parents were buying it for the kids, ’cause they didn’t know. So this educational [00:39:00] program was very helpful for a lot of parents. And it helped them, ’cause you could -- the way we presented it was, you could stop the young kid from joining and getting in too deep 30 �into the gang. But it would be a lot harder to get ’em out, once they were in. And so idea was to get them before and -- with the prevention program -- and with the parent education program. JJ: So you had a lot of parents involved, or (inaudible)? AC: Parents from all over. It started out in the neighborhood, so we were working with parents in the neighborhoods that we worked in, like in Lincoln Park. Lakeview. We were also in We were back in West Town and Humboldt Park. So we started going into all the schools, ’cause that’s where, you know, parents were at. And we would develop workshops for parents at -- through schools, churches, ’cause a lot of church groups, block clubs, you know, where everybody started; once they found out about it, everybody was looking for it. wasn’t available. They needed that information ’cause it It wasn’t nowhere. putting it out there. it. So we started The police department picked up on They started doing their own prevention program. [00:40:00] And they started, -- they had it, they -- we partnered with them, because they had the graphics, you know. Because of crime scenes, there was always a photograph taken, so they had graphic scenes. The States Attorney’s Office did their own presentation for gang awareness for parents. But they had, you know, graphic 31 �scenes of people being shot, laying in the streets. And they had statistics that they could talk -- give us about, how many shootings, how many murders, how many arrests, and all that stuff that we incorporated to our workshops. And our workshops were from the social work perspective on how we could help you, or your son, or your daughter. For them, it was, you know, lettin’ ’em know, this the problem. We come out here, we’re gonna lock you up, that kind of thing. So a little different perspective. But it was, we were part of them ’cause they had the good information that we could use for our our presentations. So, yeah, we had a lot of groups, a lot of parents. JJ: Now talkin’ about perspectives, right around that same time the Young Lords are [00:41:00] transforming through the gang. You knew them when they were a gang. AC: Right. JJ: And they kinda just jumped [in it?] from the gang into like a political type of group and that. AC: How did you see that? Well, my exposure was the church, you know. The church and the park on Armitage and Halsted -- the People’s Park, and the church on Dayton, you know, ’cause that was the Latin Kings, that was their turf. And we used to walk by there and hang out with them once in a while. something would happen. Every so often, And, you know, it’s -- at Waller 32 �would -- between them, and there would be beefs and -- but, you know, once in a while we were hang out -- go out on Armitage and hang out. then the church. And I remember hanging out there, And you know what was really -- didn’t know much what’s going on here. And that’s why like when I first realized, “Oh, this is somethin’ going on with the Young Lords, and they took over this church, and this is People’s Park.” And I said, “Oh, wow.” interesting, you know. know. It was very This is goin’ on, and then, you So it was like, for me, was like, [00:42:00] just see the beginnings of the exposure to it. Later on, I was older. JJ: How old were you at that time? AC: This -- I was still in high school, you know. And then when I got out of high school, when I, you know, learned more about it and got a little more involved, I remember getting (pauses) the, I don’t know what year it was on Wilton. You had the office on Wilton. That’s where I got -- I came -- I volunteered when you were running for all the men in the area. volunteered. And we were, you know, so I I worked in there, in the office for a while. And hangin’ out with the guys from the neighborhood, they had Eagles there hangin’ out with them for a while, so I did that and so forth. But my years at Northeastern was 33 �like an awakening for me, because I learned about the Puerto Rican culture. You know, as I mentioned to you very early on in this discussion, they took the Spanish out of me by third grade. So for me, when I went to you know, I didn’t know about Puerto Rico, I didn’t know about, you know, nothing about my culture, my history. [00:43:00] knew was that it was bad. thing to be speaking. All I Spanish was a bad wanted to be American. You didn’t want to do that. You But I never felt American, you know, ’cause we always had somebody that told us we weren’t Americans, you know. But when I went to Northeastern, we - - I was exposed to, you know, protests. Puerto Ricans were protesting. Rican studies. You know, the They didn’t have Puerto We wanted -- they, you know, so I joined the Union for Puerto Rican Students. So I was a member of the Union for Puerto Rican Students. And we, you know, we did our thing. We partied a lot, but we go to meetings and hear from some of the leaders, and we were present whenever they said, “Let’s take over this and that.” And so we did a lot of sit-ins, and we took over the President’s office a few times. And we demanded, you know, we wanted Puerto Rican studies. We wanted José López come and become a professor, and so forth, and we wanted El Centro to be established for the Latino community. And all those things 34 �took sitting in their office and not moving until they decided to make it happen. So I got my exposure to the political [00:44:00] (audio cuts out) and then learning more about the Young Lords through that. And that’s when I went out and did some volunteer work in the Wilton office, things like that. JJ: Okay. (pauses) __: AC: Pause it, yeah. So, one of the things that -- when you go back to the urban renewal or urban removal, however you want to call it. It had effect on a lot of things, on the family that lived in the different apartments there. And as I mentioned earlier, there were very few owners. The ones that did own, they really, you know, were ripped off -- basically ripped off because they were selling their homes for eight thousand dollars. You know, this is a community where, you know, you can go that same home that they bought for 8,000 dollars, they probably sold it for 500,000 later on, you know. But these people were getting great deals. If they got eight or 10 grand for a home, they felt like they were millionaires and moving off to Logan Square. [00:45:00] And becoming the first home homeowners in the West neighborhood -- Logan Square, Humboldt Park -- buying little two flats and things like that. But in the 35 �neighborhoods, what was happening was they were, you know, you saw that they, you know, people moving away and they, you know, the gang structure that was, that was there. what was happening, it was being exported. that it stopped. But So it wasn’t You know, the gangs didn’t ended because they changed the neighborhood. They just moved them, and they moved them from the area to area. went, that’s where the gangs were. So wherever they So you saw the spike. There was a lot of gang activity in Lincoln Park. Then you saw a spike of gang activity in West Town, Wicker Park. Because that’s where a lot of families moved to. And then you saw a lotta spike in gang activity in Humboldt Park, ’cause a lot of families moved there. move was west, west, west, west. Lincoln Park. ’Cause the whole And they cleaned out No more gangs in Lincoln Park, you know, ’cause they moved everybody out. But the gangs didn’t stop, they just moved [00:46:00] into another neighborhood, wherever there was a low-income community, where people paid low rents, the gangs were a subculture of that. You know for us, it was band together to defend your neighborhood against other people, other groups. The same thing started happening when people -- when Latinos were moving west. They were confronted with the, you know, the 36 �white guys -- the white gangs: the Gaylords, the PVCs. And they had to -JJ: To banding together to fight other white gangs or Latino gangs or what(inaudible)? AC: Yeah, mainly it was other la-- first, it was the other Commented [SC6]: Delete? white gangs, because they didn’t, you know, it was a racial thing. They didn’t like spics, they just said it straight out, you know, they would come and tell you, you know, “F you, spic.” You know, so you have to be -- either you have to run or you have to defend it. And what started happening, people were saying, “No, we’re gonna click -- “ whoever was there, you know, if it was the Gents, or whoever it was, if it was Latin Kings. You joined up and you you said, “No. numbers.” You got to get it. Now, you know, we’re [00:47:00] And that’s what started happening. You know, the Latinos started outnumbering the other gangs. And so they were no longer, after so many years, there were no longer white gangs to fight against, and they started turning on each other. And all the Latino gangs started fighting with one another, and that’s what we still have today, you know. Latino gangs, fighting Latino gangs. And then the mixture of people that -- it didn’t matter, you know, Lat-- if you were Black, Latin, if you join, you 37 �join. Whatever gang you join. Then it wasn’t so much more racial breakdowns of what gang you joined. JJ: So you’re saying that a lot of these gangs that were pushed out of Lincoln Park went into other neighborhoods. And did they join up with other gangs, start new gangs, how did that work? AC: Well, the Latin Kings, it was really easy for them, because there was Latin Kings already in the West Side. Latin Kings had already started in Humboldt Park, and they -- so they were just Kings moving from neighborhood to neighborhood. Just -- and they, you know, they knew [00:48:00] each other, they hung out. deal. So it was no big Latin Saints, for us, that was the end of them. There were no more Latin Saints. I didn’t even realize -- we didn’t even realize that there was an old Latin Saint gang on the South Side, and I didn’t know that till I used to visit my cousins on 55th Street. At 56th and Peoria. And there were some Latin Souls around there, and they would all say, “I’m gonna tell them you’re a Latin Saint.” You know, that what my cousins used to threaten me with. And I said, you know, “They don’t know me from the Latin Saints.” ’Cause I thought they were talkin’ about us. I didn’t realize that on 47th Street there was Latin Saints there from the ’60s. So there, they were there. They’re 38 �still around. But the Latin Saints from Lincoln Park, they just stopped existing after the move. Everybody moved out of there. The older guys went to Vietnam. Our group graduate. I went You know, we to high s-- to college. all went our own ways, and that was it for that. Younger guys [00:49:00] that were in that neighborhood, moved west and they joined other gangs. You know, that’s what they did. JJ: You mentioned Vietnam. Did that do anything to the gangs when a lot of the soldiers came back to the -AC: Well, from what I saw, the people that I knew that got involved in that, it was a way out. You know, a lotta people went there because they were facing the judge, and the judge told ’em it’s either army or jail. them, of course, chose the army. And a lot of So that’s how a lot of people took off, you know, went to the army. ’Cause they were getting caught up and goin’ in front of a judge and getting the choice. So a lot of them did do that. for a lot of people, it worked. It helped them. I think Because they went there, they got their GEDs, they came back, and they came back to work. Those were the first guys you saw working at Peoples Gas, at Commonwealth Edison, and things like that. But for a lot of guys that went to Vietnam, they got stuck. They got stuck on the heroin. I saw my 39 �brother-in-law, his cousin, friends, everybody that was out there. They all came back with habits. [00:50:00] You know, so they all came back with heroin habits, and they just festered in the neighborhood. Then for us, in our neighborhood around Armitage and Halsted, were a lot of people strung out on heroin. And that whole area, man, that whole neighborhood, they all -- the AIDS virus hit real hard. A lot of brothers died of AIDS ’cause they, you know, they didn’t know any different. They were sharing needles, and a lot of them caught AIDS, and a lot of ’em died. And I would, you know, I would get phone calls every so often and every -- this one guy would call me. time I got a call from him, I knew what it was. telling me so-and-so just died. just droppin’. Every He was And one by one they were And a lot of brothers from our -- that area just died of AIDS. JJ: What happened to a lot of the adults? I mean, what did they move to or what happened? AC: Well, as I mentioned earlier, it was a westward move. So from Lincoln Park -- from, you know, anywhere from Larrabee, Orchard, Halsted, Bissell, Armitage, in all that area. If you were one of the lucky ones that were -- that [00:51:00] owned a home and sold it, you bought -- you were one of the first families that were homeowners in Humboldt 40 �Park and Logan Square, or even Wicker Park, West Town. most families, as I said, rent. But So they move in to a places where they could rent apartments and so that’s what happened. They moved in, I said they first moved into Wicker Park. That was the first area west, and then further west to -- a little further west on the other side of Western to Humboldt Park, and then that’s where people... One of the things I did notice that the urban removal process started -- kinda stopped in Humboldt Park. It took a lotta years before it picked up any momentum. And I noticed, because I was at Northeastern at the time, and I did a project on the whole urban removal, you know, for one of my classes. And I was shooting film of Cabrini- Green, seeing the changes that was happening in Cabrini. I was going back to Lincoln Park and showing all the changes and [00:52:00] the new neighborhoods, the new buildings, the new neighbors. And then coming -- driving into Humboldt Park and showing what I mentioned, that I saw on Orchard, empty lots well on Rockwell. From Rockwell, North Avenue all the way down, they were empty lots ’cause they were burning buildings every night. There was a building on fire, and they were knocking ’em down. And there was plants, the same plants that they did on Lincoln Park were there in Humboldt Park. They were planning to do some 41 �building, you know, high-end buildings there, but they had resistance. The community banded together and resisted that whole move. There was an, or there is an organization there called Bickerdike Redevelopment Corporation, and they came together, and they worked on it, and they stopped it. They said, “No, this ain’t gonna be, you know, high-end living here.” housing. You know, we -- they fought for low-income And they were able to build all low-income housing in all those empty lots. And so that’s what stopped the urban removal process there in Humboldt Park. [00:53:00] It didn’t stop it in Wicker Park. Park, they took over. skyrocketed. rent. In Wicker They, you know, the rent The buildings you couldn’t buy, you couldn’t Unless, you know, you were a white-collar worker making big bucks. And if you didn’t own a home, and you know, people that own homes that had to give -- move out because of taxes. The ones that were able to stay and pay the taxes, they stayed and they kept their homes. was like, I count ’em on one hand. But that You know, some of the families that I know that lived on Bell Street, you know they had two, three houses on the block. else, I don’t think there were any. stopped it. It stopped there. And then anywhere But Humboldt Park And that’s why the Puerto Rican community was there for so long in Humboldt Park for 42 �many, many years, until the ’90s. seeing the change again. started to happen. west again. And so you started The whole new gentrification And, you know, people started moving And then you look at the numbers, the between 10 years, and 10 years, and 10 years later. Everything kept shifting, what further, further west from Humboldt Park. It had stopped for 20 years, [00:54:00] and all of a sudden, it started to see the shift. People were moving out of Humboldt Park and ending up in Belmont Cragin now, where there’s a whole new population of Latinos. The thing -- another big change was the influx of Latin American countries. People from Latin American countries, not -- Puerto Ricans were no longer the majority of Latinos. the numbers of Latinos, they were the minority. the numbers of Puerto Ricans went down. And So then You know, families moving away, a lot of families moving to Florida, moving out to suburbs, moving further west to other communities. So we still have the Puerto Rican community Humboldt Park, but the numbers are very low. The majority of the Latinos that live in Humboldt Park are not Puerto Rican, you know. JJ: (inaudible) AC: They’re Mexicanos. So, and then we had an increase of Latinos from different Latin American countries, you know. So that’s what we have currently and further west. 43 �JJ: Now, what about (pauses) because Bickerdike has done a lot of good work in terms of [00:55:00] getting low-income housing in Humboldt Park. Definitely fought well, [resisted?] well, but the Young Lords also resisted in Lincoln Park, probably because of their status. you see that? How did I mean, did you see that they were just completely defeated, or did they help to bring out any type of awareness, or how did you (overlapping dialogue; inaudible) that whole movement? AC: Well, the movement-- JJ: Did you agree with it, or maybe you didn’t agree with it? AC: -- well, as I mentioned to you earlier, it was early -- I was younger at the time, so I didn’t know a lot of the -what was happening when it was happening. My exposure and my education came later, after I got into Northeastern and started learning about the political agenda that was out there for the Puerto Rican community. But I saw it as an people that didn’t live it, ’cause I could have shared the experience of living it. I learn-- even though I didn’t know at the time, was living it, I could share the experience. I said, “Oh, I saw this. I remember this.” And it was an awareness that, [00:56:00] like any other movement that threatens the, you know, the normal -- what they consider normal, like the city hall considered normal, 44 �you know, there was a threat to that. You know, they saw that, and I saw -- they used their tactics to break it up. You know, to create chaos among the group. Because, you know, I saw the chaos that was happening among the group, within the people. The Latino brothers that were organizing around the Young Lords organization as the political group. You know, they were -- they had a good -- they said, “Alright, we got a -- we got something to, you know, that we want to be part of, and everything.” And eventually, because of that, you know, they were, you know, things started to happen with -- and that started to, you know. For the community, it was good. JJ: What do you mean things were happening? (inaudible). AC: Well, you know, things started happening. They started seeing, you know, the conflict within the group itself, you know, people breaking off. disagreed. They didn’t, disagr-- they just [00:57:00] The drug festered. A lot of those guys that I talked about dying on heroin, they were all part of it. And they started, you know, they got hit with the heroin. Heroin came out of nowhere, just -- it became available to everybody. And a lot of people chose it. They got involved and got hooked on heroin. So we, you know, a lotta... 45 �JJ: So did you see that as a way of somebody trying to stop (inaudible)? AC: That was exactly it, ’cause they infiltrated. You know, you had people that were, you know, saying they were part of this group, but they were part of -- they weren’t part of the group. YThey were -- you could tell they were in there for another purpose. firsthand there. the heroin. And I don’t know, I wasn’t I wasn’t there that I saw the bring in But you know, out of nowhere, the community became a heroin haven. There was so much heroin. Everybody -- so many people were on it, and that’s why, I said earlier, so many died. of AIDS epidemic. saw. Because they were, you know, But that was a [00:58:00] tactic that I And everybody realized, how do we, you know, how do we stop this movement? Because the Young Lords were a movement that created a movement, and that’s what happened. They were able to, what I think was something that was able to happen in Humboldt Park. If it would have been for the Young Lord movement that occurred in Lincoln Park and continue to struggle throughout the years in Humboldt Park, would have been pretty difficult to do what they did. You know, they were not able -- they were able to do that because they saw the experience that occurred in Lincoln Park. They saw the experience that occurred in Wicker 46 �Park, and they had the example to look back to the Young Lord movement and say, “Wait a minute. Bottom line, it was resistance. We got to resist.” “We have to resist. just can’t sit here and let this happen.” happened. We And that’s what You know, they were able to put a stop to the gentrification in Humboldt Park for, like I said, almost two decades, until it started to fester again, to where it’s at today. JJ: Okay, anything -- [00:59:00] that was good (inaudible; laughter). Anything else that maybe we need to add, that you think that we need to -- hold on one second. (adjusts camera) AC: Well, going back to the BUILD organization and my involvement, as I mentioned to you, I kinda saw as a youngster, you know, somebody out there working. But, you know, that history goes way back to the Young Lords and other all the older groups. ’Cause they had some street workers that were part of another program before BUILD, called the Detached Workers Program, that was out of the YMCA. There was a -- on Division and [Action?]. There used to be a Division Street Y, and they they got funding from the federal government. And this was something happening throughout the city of Chicago. ’Cause on the South Side, it was happening with the Blackstone Rangers, 47 �social service organizations getting funding to work with them. And in our neighborhood, it was the YMCA got the funding to do a program, and they called it the Detached Workers ’cause it was on the streets. Streetwork, not in the building. ’em to the building. streets.” [01:00:00] They said, “Don’t bring Just work with them out in the So they had workers out there in Lincoln Park. They were working with Lords, the Black Eagles, and the different groups there. And, like most programs, the Detached Workers, because it was a solely federal funded program, whenever the people sitting around the desk in Washington said, “Eh, we don’t want to fund that anymore, you know. Gangs is not a big issue for us anymore in our - - in those neighborhoods, we don’t wanna. something else.” Let’s do So they pulled the funding. said, “No more funding, no more program.” The YMCA And that’s how Bill got started, because Bob Jemilo and Hank Bach were running the Detached Workers Program out of the Division Street Y. And they said, “Wait a minute, we got a good thing going.” They knew what that program was working. It was getting a lot of the guys -- primarily guys and but it was women as well -- out of the violence and gangs and putting them into college. ’Cause they had a connection with the city college that was right down -- back then it 48 �was right down the street on Milwaukee Avenue, Mayfair College. [01:01:00] And they were just putting guys through GED, through BUILD, and right into city colleges. And, you know, getting -- that’s how people were, you know, movin’ away from the poverty and the things they had going, that gang structure was all about. “Hey, I got some college in me. And they were able to say, Now I can get a job. can go to ComEd, I can go to Peoples Gas. I I can get some - - I can get a job that can I can support my family with.” So that’s how the BUILD model came out. They took it from the Y. They started it. They got funding from the Board of Directors of the YMCA, the people -- the CEOs of ComEd, Marshall Field, Signal Corporation. They, you know, Bob Jemilo was pretty, you know, sharp guy. So he kinda, you know, maintained a good relationship with those kind of people there. And he went to directly to them, said, “I need you to give me money to start to keep this program going. I’m gonna start my own organization. call it BUILD.” I’m gonna You know, they, they came up with the name in a process, but that’s how they started BUILD. JJ: Do you remember similar tactics that they used to get to the street [01:02:00] gang members? AC: It was the same model. The same model it was, you know, you put somebody out in the neighborhood where they grew 49 �up, you know. So the detached workers had guys like Lacey and [Mingo?] that were part of the, you know, they grew up in that, in the neighborhood of Lincoln Park, so they were the ones out there. They started, you know, [droppin’ center?] on Halsted Street. earlier? The one that you mentioned Street. That was on that -- Mingo was running on Halsted I didn’t hang out there. You know, I was born Orchard at that time. JJ: The Concerned Puerto Rican -- AC: The Concerned Puerto Rican Youth Program there. But it was, you know, through the Detached Workers Program that he was able to do that. And then they all became staff of BUILD after ’69 you know. I that I learned. But it was the same tactics that Was, you know, you go out through the neighborhood where you grew up, and you work with the guys, ’cause they know you. They know oh, Freddy used to be a Saint here, before that. So, you know, I’m able to go and say okay, I want to, you know, you use sports as a tool. It’s always -- the tool was sports. softball league. together. I’m gonna run a I need you guys to get [01:03:00] And then you will get somebody in leadership to say, “Okay, I need you to be the team captain and get me all the names.” develop a roster. And you start getting the names, and you So that roster becomes your membership 50 �list, and you start developing on the list. need to tackle? leader here? Who do you You know, I gotta -- let’s see. Who’s the I gotta make sure I get this guy on my side. And you go, you start workin’ with that individual, and you get that guy into school, or you get that guy a job. everybody else wants to do the same thing. And And that’s the tactic that you use, and that’s the model that we used. that was the approach through the Detached Workers. So It was the model that was used at BUILD in -- throughout the years. It’s changed throughout the years, but that’s, you know, the main idea was that. JJ: Did you guys do (inaudible) take ’em all out in the city at all, or? AC: Every fall was a camp. when I first started. The one I told you about where, My first day at BUILD was, you know, Friday, take off on a bus and go to camp couple hours away to Michigan, Camp Channing. year. That was the model. They had it same place every You take ’em out because, you know, you take ’em [01:04:00] to the woods, they’re not the same people there on the streets. different person. Then it was a completely And so they are experiencing that. And then they’re, you know, they don’t have to front, you know. That, you know, they could get along with, you know, Latin Kings can get along with Latin Eagles. You know, but in 51 �the neighborhoods they can’t. could. But in Camp Channing, they They could sleep together in the same bunk room. They could get up and eat breakfast in the same bunk room. And those kind of things develop relationships that I saw firsthand how they saved lives. You know, ’cause you get caught in the streets, and I know I seen people get caught. Like Robert Gonzalez was one of my staff at BUILD, would always tell a story, says, “Man.” ’Cause he went to Lakeview High School, and they -- he was a Latin Eagle. The Latin Kings were their rival. on Ashland by Irving Park. were about to do him in. him from camp. And the Kings caught him And they were, you know, they And then they said -- they knew They knew him from softball. They said, “Oh, that’s Robert Gonzalez, that’s Bulldog. He’s cool. Let him go.” stuff. [01:05:00] They let him go and that kind of That’s the way, that kind of thing. see how that worked, because they weren’t. People didn’t They weren’t really there to see how that kinda, you know, how that saved the person’s life or from a beating or something. But being able to mix gangs and guys together in sports or in trips like a weekend at camp. The weekend at camp is one of the best, ’cause they -- you got 48 hours with these guys together. They get to know each other for real. So when they come back to the streets, you know, they think 52 �twice before they gonna, you know, get on jump on each other, shoot at each other, anything like that. So that does help a little bit. JJ: (inaudible) is there anything else? Otherwise [this?] should (inaudible). AC: That’s it. I think that’s good. END OF VIDEO FILE 53 � https://digitalcollections.library.gvsu.edu/files/original/b965189f21db9beb38c4d4b0ad06ba4c.mp4 410ac00d330e9fe49872194892e3ab83 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 Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</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 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Alfredo Calixto vídeo entrevista y trancripción Descripción Spanish language Description entry Alfredo “Freddy: Calixto es parte de la familia quien fueron unos de los primeras familias que se movieron a Chicago en el principio de los 1950s. Nacido en Caguas Puerto Rico, Señor Calixto vivió por el desplazamiento de las familias Puertorriqueñas de La Clark hacia Lincoln Park, donde creció. Sus padres y la mayoría de sus hermanos fueron parte de la Caballeros de San Juan y Damas de María. Su padre también trabajo con Hacha Viejas, una organización social que era activa en el vecindario. Señor Calixto describe su pelea contra discriminación en Lincoln Park y como esas experiencias lo inspiro a dedicarse a la lucha para los jóvenes Latinos. También a sido parte de la Executive Director for Broader Urban Involvement and Leadership Development (BUILD), una organización sin lucrativa en Chicago que fue creada en 1969. Hoy, Señor Calixto, es el vicepresidente por la Instiutional Advancement en St. Augustine College, que es la única institución bilingüe en el medio oeste de educación mayor. Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Renovación urbana--Illinois--Chicago Juventud--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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-65_Calixto_Alfredo Title A name given to the resource Alfredo Calixto video interview and transcript Creator An entity primarily responsible for making the resource Calixto, Alfredo Description An account of the resource Alfredo “Freddy” Calixto and his family were among the first Puerto Rican families to move to Chicago in the early 1950s. Born in Caguas, Puerto Rico, Mr. Calixto lived through the displacement of Puerto Rican families from La Clark to the Lincoln Park Neighborhood where he grew up. Mr. Calixto describes struggling with discrimination in Lincoln Park and how these early experiences inspired him to commit himself to advocating for Latino youth. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Social justice Community activists--Illinois--Chicago Urban renewal--Illinois--Chicago Youth--Illinois--Chicago Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-02-08 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/33ef2b1e68c85db842e4f8b88ccf1e68.pdf bd745abbdd8273bb0fe03f22ce453166 PDF Text Text Young Lords In Lincoln Park Interviewee: Alfredo Matias Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 4/2/2012 Biography and Description Alfredo Matias is the happy son of Doña Carmen García and a Young Lord going back to the mid-1960s. Mr. Matias joined the Young Lords during the Month of Soul Dances at St. Michael’s Church Gymnasium in Lincoln Park. Those neighborhood dances were held for four consecutive Saturdays and the Young Lords purchased 40, 30-minute advertising slots on the radio to announce the dances. The affairs were so well attended they were overfilled each night. Monies from the dances were used by the Young Lords to purchase their club sweaters, which were to be all black with a violet stripe along each shoulder – colors chosen from the film, “West Side Story.” The film had special significance for young Puerto Ricans at the time because it was the only public movie of its day that portrayed Puerto Ricans living in the United States, however problematically. A white, armor shield patch was sewn near one of the side pockets. The letters “YL” in old English font were marked on the patch as well. Mr. Matias lived in Lincoln Park and also in Wicker Park for many years. He saw both communities evict their primarily Puerto Rican residents. For years, one could see Alfredo sitting in the park at Schiller and Damen Ave. or walking along North Avenue, Milwaukee, Damen, and Division Streets. He would always be humble, respectful and friendly, and his favorite past time was not whistling but “throwing flowers or compliments at the ladies.” Mr. Matias has always been dedicated to his heros Don Pedro Albizu Campos and Lolita Lebrón, and has performed his many poems at the nightclub “Weeds” and several �other venues for free. A few of his poems include, “El Coquí,” “ El Grillo y La Luna,” “Sin Titulo,” “Characters of my Poetry,” “Ponle Titulo,” and “Just a Poem.” Mr. Matias says that he was expelled from school at 13 years of age, from Puerto Rico at age 15, and from the U.S. military at 17. He was forced from the military because he refused to accept an order that would have sent him to Cuba to fight alongside other Puerto Ricans in the Bay of Pigs invasion, against the sovereignty of Cuba. He said then “that he was not going to ever fight in a war against a Latino nation.” The expulsion from the military has caused him much suffering, including being denied any veteran’s benefits. Mr. Matias grew up in Sabana Seca, Puerto Rico. SabanaSeca is a barrio of Tao Baja, 14 miles west of San Juan. It used to house primarily a pineapple and grapefruit plantation called the “Stephenson Place,” but the 2250 acres were acquired by the U.S. Navy during World War II. After the war, the property was turned over to the U.S. Army and then back to the U.S. Navy. Since the 1898 military occupation of Puerto Rico by the United States, six military installations have been established in Puerto Rico: one in the offshore island of Culebra, another in the island of Vieques, and four others including Roosevelt Roads, Salinas, Fort Allen, and Fort Buchanon. Today Mr. Matias is home in Puerto Rico, content to be by his mother’s side, and still writing his poetry, “proud to be a Puerto Rican and a Young Lord to the bone.” �Transcript JOSE JIMENEZ: Okay -- ALFREDO MATIAS: My name -JJ: Alfredo Matias, okay. AM: My name is Alfredo Matias. I was born in el barrio Sabana Seca de Toa Baja, Puerto Rico. (Spanish) [00:00:11 - 00:00:25]. JJ: (Spanish) [00:00:25]. AM: Yeah, uh-huh. My name is Alfredo Matias. I am a bilingual, bicultural, but not bisexual Puerto Rican, [today with?] Ricky Martin. You know, the first time I heard Ricky Martin singing that song, “Livin’ la Vida Loca,” I said to myself, “[He’s a maricón?].” As soon as I saw it, I said, you know, he was -- anyway, I’m here in Chicago. I’ve been in Chicago since 1963. I came here ’cause I was -- [Is?] --? (break in video) JJ: Okay, whenever you want to start. AM: Okay, my name [00:01:00] is Alfredo Matias. I am Afro Puerto Rican. I came to Chicago in 1963. Uh, prior to going to Chicago, I was in Puerto Rico, you know, in, uh, uh, my youth. I wa-- I was born and raised in Puerto Rico. Um, when I w- when I came to Chicago, I came to live at [5302 South Michigan?]. From there, I went to the South Side, went back to the West Side. I came to the North Side around 1967 when I met Cha-Cha Jiménez, and they had a little get-together, you know, in some church, and I was playing with a band called the [Afro Souls?]. It was an Afro American band. You know, we had a couple projects, me 1 �and another [Black working?] guy named [Coco?]. We went to play at the St. Michael. We went to play (inaudible), and that was Cha-Cha, and [the guy was there?], you know, and I met him through a guy named [Rafael Fajaldo?], also known as Coco. [00:02:00] First of all, you know, before I go any further, I have to explain that when I was in Puerto Rico, you know, my stepfather was a policeman, and when I was in the eighth grade, this one teacher, you know, a Black Puerto Rican teacher, he had the habit of saying, “Eh?” Like, “Eh, Matias?” You know, (Spanish) [00:02:23]. And I said to him, “(Spanish) [00:02:26]?” And he just kept, you know, going around, giving the class. Then he stood next to me (inaudible), he hit me so hard, man. (mimics slapping face) He hit me like you hit a man, you know? He did it because he was more like a -- he was a [sidekick?] to some [white?] Puerto Rican that (inaudible) [in the town?], and they were using -- they were kind of telling him that I was [big into him?] (inaudible), and I was stronger, so, you know, telling, you know, enticing him into, you know, [going up on?] me. And he [would look for?] -- he used to hit me. Since I knew he was the teacher and I was the student, I would try to be cool, you know, and then one day, [00:03:00] he said to me, “Hey, Matias, (inaudible),” when the guy that was the next to me and the girl, they were talking to each other, and they weren’t talking loud because I didn’t even hear them. But he said to me, “Matias, (Spanish) [00:03:09],” and just kept giving the class, going around. Then when he hit me so -- that was a Friday. That Monday, my stepfather was going to school to talk to him, ’cause he didn’t even know that my father was a policeman. When Monday morning came, you know, I came to school, and when it was time 2 �for me to go into the classroom, you know, came in, I walk in, kind of thinking that my stepfather would be coming there soon, so as soon I walked through the door the teacher grabbed me again by my neck and pulled me out of the classroom, and I went nuts, you know? And, again, we fight. Anyway, then I was expelled from school. Then, in those days, there were no jobs for [grown?] Puerto Ricans in my town; most jobs for a kid, you know? So I was hanging around [my town?] with some friends, and since I didn’t know what to do, one day, you know, they were going to go induct -- [00:04:00] they had inducted into the army. Puerto Rico, you know, we don’t have an army, but the American Army over there, you know. Different -- they went to take the test, and so the lady just asked for the name and address. I told her that same day I was 17, and I wanted to, you know, join the Army. I was only -- I wasn’t even 16 yet, but you know, she told me that I had to have some signature from my parents, you know, like that they agreed I could go into the Army. JJ: Why did you want to join the Army? AM: Because (inaudible), you know, there were no jobs for grown people. Most of the jobs for young people. We were hanging around, you know, [bumming?] up and down the street, you know? So I went with friends just for a ride, and when I saw that the lady just asked them for their name and address, I told that day I was 17, so I went, you know, in two weeks, and they called us to go take the test, and when we went to take the test -- there were six of us -- and the only one that passed the test was me. So the guys (inaudible), they flunked the test, 3 �[00:05:00] and [I was there for a ride?], and I wound up going to the Army. Anyway, when I went to the Army I was only 16 years of age. JJ: And where did you go? Where --? AM: After taking basic training in Buchanan, they sent me to Fort Jackson, South Carolina. In South Carolina, you know, everything was two: two NCO club, two beer garden, two barbershops. Everything was two: Black people go to one; white people go to the other. They sleep in the barrack, but never talk to each other. We just had, like, two different worlds. Anyway, Puerto Rican, you know, for them to be able to go downtown to the Black area, they used me as a key to walk into the Black neighborhood. Every time we would go into the neighborhood they would say, “Oh, here comes (inaudible) Matias,” and he let us through, because I [look?] Puerto Rican; they were with me. I was the only Black Puerto Rican in Fort Jackson, South Carolina. Anyway, when Kennedy wanted to invade Cuba in the Bay of Pigs invasion, they took all the Puerto Ricans aside, (inaudible). They took us, fed us, gave us food, and gave us (inaudible), and then told us that they had [00:06:00] to talk to us, to only Puerto Ricans. There was a number of Puerto Ricans in the Army at that time. They took us aside and then they said they want to volunteer for this mission, to see (inaudible) [discharge?]. They want (inaudible) to see [on the other side?]. And I was the only Black Puerto Rican. Everybody looked at me, because, you know, that’s (inaudible), as a leader or something, so everybody followed my idea. So when they said that, (inaudible) volunteer to [sit on one side?], they wanted to [sit on the other side?], other side looked at me, I got up. I went to the side, the one that 4 �they want to go. Everybody followed me. In the Army, they branded me like I was unloyal. Yeah, I was in the Army for 14 months. I never got to be private first class. In the Army in America, you don’t make private first class within nine months, they’re supposed to give you discharge. I was in the Army 14 months. I never got, you know, to be [00:07:00] private first class. So I was an E1; I came out E1 at 14 months. JJ: So why do you think that was? AM: What? JJ: That you were not private first class. AM: Racism, you know. I never saw -- I only saw two Puerto Rican commissioned officers when I was in the Army, and they were in Puerto Rico. For us, (inaudible) whites [all there?]. Whites, they run the game, you know? It was, you know, two: Black would go to one, and the Black would go to the other, but then Puerto Rican, they had no place to go. So people kind of saw me as a leader, because I was, you know, I was [always?] a bunch of people following me. See, not for me, the United States would have been in Cuba with Puerto Rican soldiers. (inaudible) [social?] leader, you know, they even have a highway named after him, but (inaudible) to make the [00:08:00] [alpha CTC?], and he wanted for us to go with him, you know, into Cuba in the Bay of Pig invasion. See, [it wasn’t?] for me, saying, you know, that I wasn’t going, [and a little political dissention?], we would not be in Cuba. When I came back from the Army to Puerto Rico -- I was only there for three months -- no job, no nothing, so my family -- [I credit it for my?] grandfather (inaudible) Army base, and I used to go there, throw stones at 5 �the soldiers and [share?] with my cousins. When I was in the Army, you know, I wanted (inaudible) to let me be (inaudible) [protocol?]. I didn’t want to go overseas, you know, because (inaudible) from my grandpa, and they have a Naval base, you know. When I came out of South Carolina, I was (inaudible), every time I would see any of the soldiers (inaudible) the base, we’d throw stone on them. I lived right across the street. It was about maybe 90 feet away from my parents, the gate to the Army base. When I came back one night, me and [00:09:00] my [cousin?], we were throwing stones at the soldiers, and I didn’t see my grandma. She was looking through the window. And then, you know, she saw me throwing the stones. She told my mom that they should send me to New York or to Chicago [with one of my friends?] before I got killed. And I think that (inaudible) happened, because, you know, I was [full of hate?], you know. (Spanish) [00:09:18]. Anyway, my family, they gave me a choice to either go to Chicago or to New York. Since I had a couple uncles in Chicago, I came to live with them. I came to live at 5302 South Michigan. It was all Black and Latino around there. There were no whites around. From there, I went to 94th and (inaudible). From there, I went to the West Side, and then when I was in the West Side I got married, and I had the one Puerto Rican friend named Coco. You know, we were both musicians, so we were playing gigs here and there. Anyway, one Friday night Coco told me that they were going to play for some Puerto Rican group called the Youth Lords. I said -- I wasn’t going to play -- “I’ll go with you.” So I [00:10:00] went there, and the first thing I see -- that was when I first met you. Coco said to me, “See that little blonde guy right there, that Cha- 6 �Cha? He’s the president of the organization.” So [they were going to?] introduce us, you know, when I met you. Like, I don’t believe in gangs, you know? To me, when I went (inaudible), I saw, you know, they had a legit grief with the city for the racism and what have you. I got so involved into the scene because, you know, to me, I had gone through the process of the racism in the Army, you know, coming to Chicago. I came to live in a Black neighborhood, and I didn’t know any Latinos until I met Cha-Cha -- I mean Coco and the other, and then he introduced me to you. And then most of the people I knew, they were Black. I didn’t have no white friends at all. JJ: Now, did you ever live in Lincoln Park at all, or --? AM: Yeah. I live on -- I live right across from the church, the funeral home. I live over there. I live on 1945 North Dayton. I live on Fremont and Armitage. I live on [Beso?] -- not Beso -- yeah, Fremont and Armitage, then Beso. Then I live on Burling Street. I live through there, like -- JJ: So how was that neighborhood at that time, I mean, when you were living there? I mean, what do you remember? AM: It was a bunch of Puerto Ricans, you know, helping each other, and the city was using the gang -- you know, other things to scare people here, (inaudible), but [there were many people?] Puerto Rican neighborhood. When I came to live there, that was the biggest population of Puerto Ricans (inaudible). JJ: And about what time was that? What year was that? AM: Oh, 1967, ’68, ’68. 7 �JJ: Sixty-eight. Okay, what were some of the activities that, when you -- you know, after you started hanging around [00:12:00] with the Young Lords, what were some of the activities that you remember? AM: The churches were kind of (inaudible) rundown, so we all got together, started fixing it little by little, and I used to spend most of my time over there. JJ: Okay. And so you were there after the church was taken over? AM: Yeah, I was there for the taking of the church. JJ: And so what happened during those days? AM: The Lincoln Park [Reservation?], Association, whatever, they were (inaudible) this project in the neighborhood, and they were using the kind of tactics like harassing the businessmen, giving them citation for failing to -- it was just to get out people out of the neighborhood. Lincoln Park Association, they had a few people from [Windy City?] (inaudible) [removal?]. [00:13:00] That’s what they were doing. [They were just following?] Puerto Ricans in the neighborhood. And [I said to him?], like, [they didn’t understand?] -- we had to pack our [gang bangers?], our rice and beans, our [Puerto Rican?] men, and take off. Puerto Rican, we are the worst nationality in this country. We don’t have a selfcontrolled monetary system. Like, everybody has a system except us. Any particular country to Puerto Rico, anywhere in the world, bring money from the country, trade it for American money, and what you and I cannot buy, they can buy. I mean, my impression of Luis Gutiérrez, I was one of the first -- you know, when he won the first time, he won by ten votes. I was there with him. [That’s crazy?]. I got locked up, you know, right after he became alderman. But anyway, 8 �in those days, I was going to Northwestern University. I got locked up three times in those years, going to school, bullshit like drugs, you know, for marijuana. Cigarettes [00:14:00] kill more people than the drugs combined, but [didn’t see that?]. Anyway, they used that as an excuse, you know, to keep us down. I have a 3.54 grade point average from Northwestern University. When I was in the school -- really, when I went to jail, I was asking the people at the prison, you know, if I could finish my schooling, and they said yes, and I tried to get from Northwestern my transfer, and they said that when you are six months from getting a degree they will not transfer your transcript to no place. They gave me that kind of hassle, and they were -- all I need is three hours of Earth science, and the English language test, and the Constitution test, and I got a bachelor. But I know so many people that had more hours than me and they don’t have a bachelor, because when Governor Thompson was governor, he passed a law that said for you to [00:15:00] get a degree in Illinois you had to take and pass the English language test and the Constitution test. That [whole system?], they used that to keep minorities, like Latinos, Blacks, Oriental, out of [the degree?] program. (inaudible). I know lots of people that have enough hours to have a bachelor, but they don’t have it because the racist English language test, you know. Me, I have a 3.54 grade point average. What the hell I got to prove somebody that I speak English? If I had that kind of average, that means I can speak enough, so they use only to keep minority out of degree program. JJ: So what is that English language test? I mean, I’ve never heard of that. AM: Well, right now, in Illinois since nineteen seventy -- 9 �JJ: In Illinois [that is?] -- AM: -- seven -- uh-huh. I mean, (inaudible) pass a law that you had to take the English language test, which is a test of your knowledge of the English language. [00:16:00] It’s like a lawyer: you know, for you to become a lawyer you have to take the Bar Association test; otherwise, you’re not a lawyer. That’s essentially used to -- that’s a racist tactic. That’s what it was. JJ: And is that for everyone, or --? AM: Everyone has to take and pass the English language test. See, white people ain’t got a problem, ’cause that’s their language, you know? So that’s just used to keep poor and Latinos out of degree. JJ: Okay, going back to the Young Lords, okay, were you in any of the marches or anything like that? AM: Yeah, yeah. JJ: Can you describe one of the --? Which march were you in? AM: When [Jason?] (inaudible) killed (inaudible) -- JJ: What was that about? What happened there? AM: That day, we was (inaudible) [outside?], remember? JJ: Okay, but what happened? AM: That day, there was a party in either [Rough?] or [Spaghetti Thursday?] in the South Side -- it was in Bridgeport, you know, that real rich neighborhood -- and supposedly sometime [00:17:00] that policeman, he was dressed in plainclothes. He was, you know, painting a building across the street from where the party was, and the party was for Puerto Rican and Latino. It was English-language 10 �music. The cop didn’t like it. They came and knocked on the door and told them to put the music down because it was too loud. He went back across the street and about 20 minutes later the music went up again. He came, opened the door, and started shooting into the building, into the house, and he killed (inaudible) and wounded Spaghetti. JJ: And then what happened? Then what happened after that? Were you there that day or no? AM: No, no, we were here on (inaudible). In fact, what I was saying to you [yesterday?], we were here with the [girl?], which would be up there, you know -- JJ: (inaudible) party? AM: -- with a group, yeah. JJ: So what happened after that, after you heard about that? AM: After that, you know, we had these -- We were able to [launch?], you know, [for us to?] indict that policeman. I don’t think he would have ever got indicted, but we went to protest [00:18:00] to the Chicago Police station. We went from here to there. I don’t know, what was the guy, the Black guy that was in -- that (inaudible)? JJ: The [Culverstones?]? AM: Right, right, right. (inaudible) we got through, and we went to the march, and I have been to a lot of the marches for welfare recipients’ rights, and Latino neighborhood organizations. JJ: So that was a march against police brutality, but your father is a policeman, so -- AM: My stepfather was a policeman in Puerto Rico. 11 �JJ: Okay, so how did you feel about that, that we’re marching against the police? AM: Well, police, [it’s different?]. First of all, [if there’s?] justice and equality, [there’s no need?] for the police, you know? If everybody gets equal treatment, there’s no need for police. Police are -- in the [past?], policemen were to clean, doing all the -- but none of them have the authority to arrest people, [00:19:00] which -- for me, I never had a good relationship with policemen, you know. My stepfather, he was a policeman, you know, but he was a womanizer, and, like, at the time I got into that fight, you know, instead of going to see [how I’m?] (inaudible), he went to see a woman that he had. He didn’t come to school. That’s why I almost got beat up by that [street gang?]. But I didn’t see them as a needed thing, you know? I mean, here, you have to have (inaudible), otherwise people will [lead?] each other, but that come from the injustices that have been, you know, [productive otherwise?]. He had to get test to be a policeman. I took a test to be a case worker, to be a bilingual translator in court. All those jobs were denied to me because when I was in the Army, the Army gave me (inaudible) discharge. I ran that through my U.S. (inaudible) number. It’s a dash, and then the worst, [28B?]. [It was?] 28B; 28B means involved in [frequent?] incident of [disability?] to military and civilian authorities, unloyal soldier. That was the discharge [00:20:00] the Army gave me. And not only me, but a lot of the other soldiers that were there, because they were Black and Latino, they would get less than honorable discharge so that when they come to civilian life they cannot compete with, again, the whites. Simple as that. Racism. Now, going to over to Korea, the bill had they’re going to allow the Germans to reunite, and they’re going to 12 �give them the keys to the Vatican, you know? But we have a German Pope. Out of all the places in the world, the Germans, they had the worst record on civil rights, human rights, (inaudible) [lately?], but now for them to [reunite again?], (inaudible) had done this on purpose, you know. They have allowed them to reunite, being the racist rationality that it was. That was done on purpose to keep the white race together. Korea, North Korea and South Korea is the same country, same people, but they’re still divided, and they don’t have the kind of human rights record that the Germans had, [00:21:00] but they had the key -anyway, whoever gets the key for the Vatican runs the show. For the past [hundred?] years, the Pope was always Italian, from over there, then all of a sudden the first non-Italian Pope was the Polish Pope that just died. The Pope that was before him, he was only Pope for one month because he died. When Popes die and they cannot do an autopsy on them -- that’s against the law. So anyway, that Pope, in one month he made so many changes in the Catholic Church that they say he was a rebel. He was an Italian -- he was against a lot of (inaudible), but anyway, they wipe him off and they put the first non-Italian Pope in power that have [power?] (inaudible). That was done in cahoots with the people of Poland, you know, [Lech Wałęsa?], the Pope, and they got together [00:22:00] with [Reagan?], and they [determined their civil union?]. That was a [workplace job?]. You know, that was [planned for him?]. That Pope, he only went to Cuba when he no other choice but to go visit Castro, and the first thing he went [up there?]. Same way the Pope was [a racist like he was?], this [one?] 13 �is the same way. This Pope -- [Last good?] Pope was the one that died after 21 days, 31 days. JJ: So I take it you’re not too religious? AM: Oh, I don’t believe -- I’m not that religious. You know, I believe in God. I believe in the creator of creation, but [these have?] a white Jesus Christ and a Black devil, and, you know, [nothing?]. If Jesus ever lived, he was Black. If he was born where he was born, he couldn’t have been a white man, you know? Right now you have the white people in Israel claiming to be Israeli Jews. Bullshit. Those are people from Europe that were shipped up there during [00:23:00] Hitler’s raising hell. In 1948, they get the people’s land that was not theirs, and right now they are seen as the true Jews. Here in America, through America and the Navy, the so-called [Indians?], those are the Americans. They (inaudible) come from other places, they come here, and [out of the clear blue?] they call American. I mean, I’m a Puerto Rican. How in the hell can I be Puerto Rican and be American? How can Puerto Rico be a commonwealth, Estado libre asociado? How can you be associated and free at the same time? That’s all bullshit. Religion’s the same way. You know, [they paint?] white Jesus when Jesus was Black; they paint a Black devil when the devil was white. Lucifer, [Bluebeard?] was white. He was a white fellow. He got kicked out of heaven, and then he started -- religion is a way to control people’s feelings [and them?]. But I believe in God, the creator of creation. [00:24:00] In other words, I don’t believe in institutions (break in audio) religions. To me, religion is the same way: 14 �it’s only one God, the God that created creation. There are lesser gods and what have you, but one God. JJ: And, [again?], the Young Lords took over McCormick Theological Seminary. AM: Hmm? JJ: They took over McCormick Theological Seminary. Were you there during the takeover? AM: Yeah. JJ: And what do you remember about that? AM: That day -- it was ten o’clock in the morning -- me and [later?] Louis Chavez, we went to Armitage -- not Armitage -- [North?] (inaudible) to sell a newspaper, but they came and arrested us over there. JJ: To sell what newspaper? AM: The Young Lords paper. JJ: So [North?] (inaudible) [Walls?]? AM: Right. JJ: And so this was the day of the takeover? AM: Right. We were there for about a week (inaudible). JJ: Right. AM: Yeah, [at that old buildout?], [00:25:00] you know, I came back to the place, and it was already, you know, all going. JJ: It was already all going? So when you say it was all going, can you describe what you saw? AM: I mean, you know -- 15 �JJ: What would you see? AM: We went out there on Thursday morning. You know, certain rights that the neighborhood had, they had been taken away from us by that (inaudible) [Bank?], DePaul University, all those. They had a plan of wiping out [the neighborhood?], which they did. They wanted us there, and they used any kind of tactics they could, but they kicked us out. JJ: So how many days were you in the --? It lasted a week, so how many days were you there? AM: I was there [practically all the time?]. JJ: So, okay, what did you see? I mean, what was going on? AM: A lot of -- JJ: (Spanish) [00:25:48] -- AM: Yeah, (inaudible) -- JJ: -- (Spanish) [00:25:51]. AM: (Spanish) [00:25:56 - 00:26:03] -- I couldn’t define, you know, [a certain thing?], but I know I was (inaudible) in the neighborhood, we had to do what we had to do. [But here?], Reverend Bruce Johnson, that was a political murder, you know? They wanted him out of the neighborhood because he was the only white person that was openly there supporting us and giving us everything we need. So you’re not going to go and kill the hen that lays the golden eggs. You know, [to us?], he was a golden egg, and they [were criminals?]. They carried him out of there just to make us lose power, because there were lot of white people coming to help us. When (inaudible) killed, everybody took off, because they 16 �thought we did it, and we were blamed on the [organization?] for the sole purpose of cleaning up the neighborhood, you know? They wanted us out of the neighborhood. JJ: So they blamed the [00:27:00] Young Lords for the killing of Reverend Bruce Johnson. AM: Yes, Bruce Johnson and Eugenia Johnson. JJ: And so how did you feel about that? You were a Young Lord, [I mean, that?] -- AM: But that was -- I knew from the beginning that they found fingerprints, the cup, on the bottle of wine, and his pipe. Why has no one done anything about it? Because they wanted to make it look [unclear?] a case so that people would blame us. That’s how I see it. And the newspaper, it says they found fingerprints in his cup, and the cup of wine, and on his smoking pipe they found some fingerprints. They could have [cleared?] the case. They wanted, you know, to put the blame on the (inaudible), but that was only to get us out of the neighborhood. It was a very powerful little group [with some good?] issues. You know, people don’t understand that we, Puerto Ricans, we are [the poorest?] nationality. That way, we don’t have -- [00:28:00] Like, a white kid, when he [gang?], he get in his car and go right around and come back [and cool off?]. And us, you know, we’re [the poorest?] nationality. That’s why Luis Gutiérrez, instead of helping the Puerto Rican community [with acts?] in the Congress, he could have been there [dealing with?] (inaudible) -- you cannot transfer your SSI to Puerto Rico. [You see what?] like that, we weren’t allowed to do that. Only Puerto Ricans out here living [in the street?], they would be [leaving?] back 17 �home, but [they’re doing things?] because we are the poorest nationality. We need [secondary monetary assistance?], we need [secondary laws?], and [instead?] we have people like Luis Gutiérrez [throwing jabs?] in our face, ’cause that’s what he’s doing. Anytime one of these illegal guys becomes a citizen, or he got [a little?] family, they can send money to the bank, you know, wire, and what you cannot buy, they can buy. That’s why you don’t see people here, too many people in the streets [like that?], the Dominican Republican, Dominican -they all have a way to [00:29:00] make the money work. We have no money, so therefore we are the poorest nationality. That’s why we have all the gangbanging, all these, like -- (Spanish) [00:29:10], which means unity there’s strength. (inaudible) they have nothing to [defend?], they have to, you know -the same thing (inaudible) for day before, when they came out to go this land, [they wiped the Indians away?], but our young kids, you know, they have no other way to make it but just, you know, [you’re now in a gang?] to survive. We’re not gangbanger by nature, you know? In Puerto Rico, when I was a kid, you didn’t like somebody, somebody didn’t like you, you got into it, boom, like two men, [all away?]. Now, you got to go through all this, you know, [gang thing?], because to survive in this world we’ve got to do it. JJ: Now, you made a little poetry or something? How did that start? How did you start on that? AM: Ah, [that’s the one?] about -- I read a lot of poetry since I was about 16, but [00:30:00] I decided to become a poet June 29, 1969, when the astronaut landed on the moon. I was [staying there?] with [Chicano’s?] ID. But anyway, there, 18 �when I took a test to be a policeman, the lady that signed my papers, you know, for the American Legion, for him to change my discharge, her mother became a patient at the -- I was then helping out, when I was there, and when that lady walked in and she saw my face, she couldn’t [forget me?]. [She should remember me?]. And she was bringing her mom there to be a patient. Anyway, June 29th, her mom said to me, [about two o’clock?] in the afternoon, “Young man, can you take me to the balcony so I can see the landing in the moon?” And I thought, sure, yeah. I took her to the balcony. Two or three hours later, she was dead. And that’s when I said, you know, here people dying, you know, [incurable?] disease, and here she wanted to see the landing in the moon. I said, she died peacefully. Anyway, that day I wrote a poem titled “The Rape of the Moon.” [00:31:00] It goes like this: “Once upon a times, the [stars?] start to make love to the moon with [affair?]. Even Jupiter, Pluto, and the rest of the planets try to (inaudible), but the moon was too strong. She (inaudible) until one day the U.S.A. took poor people’s money and sent three men to rape Miss Moon. Now the moon is not a virgin anymore. It’s known all over the world. People (inaudible) in the blue sky, but the moon stood naked in front of three strangers and (inaudible) [take her?] secrets. [You have?] secrets (inaudible). She [cared for the lowest with peace.” I wrote that poem about -- I went through a metamorphosis. I went through a change. That day, after this lady dying, to me, that was [welfare?] (inaudible) to me. Until he died on my birthday, December 27th, ’77, to me, [that’s the world?], because, you know, (inaudible) them (inaudible) [to me?]. When I took a test [00:32:00] to be a policeman, Alderman 19 �[Biggs?], his nephew, (inaudible), he was about to have a meeting with a Puerto Rican at ten o’clock in the morning. We got there about 9:55 or so, and I walk into the office. He look over my shoulder, you know, looking for the Puerto Rican. And (inaudible) [to Mr. Daley?], “This is Alfredo Matias, the Puerto Rican kid that took a test to be a policeman.” And he wasn’t even mumbling. He kept looking. Then Mr. Biggs told him again, “This is Mr. Matias, the Puerto Rican.” He said, “Oh, you’re a Puerto Rican?” First time [ever since I was a kid?] -- you know, like, (inaudible) first and only time (inaudible) was that day. He said, “You’re a Puerto Rican?” And he didn’t know a Black man can be a Puerto Rican. People don’t know that before there was Black slavery in America there was Black slavery in that part of the world. They didn’t know. I mean, he was sitting in a big chair, you know, (inaudible) [looking at the Puerto Rican guy?]. (laughs) You know, man, by nature, [00:33:00] we are a territorial animal. We believe in locks and keys and fences, and this is mine, that’s yours. That’s why I (inaudible) like that. Even [political?], (inaudible) because by nature we are a territorial animal. We believe in my people, you know, who it is. Like, for instance, they think that crack cocaine is, they said, a Black invention or something like that. [No more?] sophisticated than that. Racism is same way. Things like that, where we go to here, we don’t understand. You look like my son. Yeah. JJ: So, okay, we’re going to kind of finish it up, but you’ve been a Young Lord for many years. What is it that keeps you --? You know, ’cause I see that you get angry with different things? 20 �AM: The need for (inaudible) -- when the country got into [00:34:00] Puerto Rico in June 25, 1898, when they came to Puerto Rico, Puerto Rico was a republic. You know, we were just like you are there. We were independent, with our own [monetary?] system. [That’s just?] about the war that they had back in Spain. You know, it began in Havana Harbor. It was a boat called, a shipped called the Maine. When that ship was blown away, apart, it was blown away by Americans. You know, they did that (inaudible) their own boat because the soldiers that they had there in those days, they had a Black Army and a white Army. The Black [unit?], they were called [mate shipmen?]. They were not called soldiers. Anyway, the people that then [is advertising?] Havana Harbor, they were [Afro?] American. They were not Hawaiian, [Negro?], and that was done -- they were getting right to go against Spain, and Spain had no business, you know, in selling, giving us to them. You know, that was bullshit. They came there [00:35:00] just (inaudible) find with guns drawn, and this is a stick-up. Same with here in Iraq, you know, weapons of mass destruction. Unless you consider oil a weapon of mass destruction, they were [selling the?] country. For the past 16 years, then they could make all the oil they wanted. They could [only sell certain amount of oil?], or whatever they were allowed to sell, the rest they were storing, and for 16 years they kept storing oil [back?]. They had the second biggest oil surplus in the world, Iraq had, you know? When (inaudible), they were selling that oil, they were (inaudible) that system, and (inaudible) the country, you want to stick ’em up, you know? Here we are. [Injustice?] American style, you know? JJ: Okay, what’s the -- anything else that you would like to add to this at this point? 21 �AM: (inaudible) -- [00:36:00] Uh -- I guess I would -- JJ: (Spanish) [00:36:04]? AM: (Spanish) [00:36:05]. JJ: (Spanish) [00:36:07]. AM: (Spanish) [00:36:07]. No, no, [Chicago Rican first?]. JJ: Okay. AM: (inaudible) had two titles. The first title is “I Ain’t Got Nothing Against Italians and [Dominican?] or Chicago Rican.” Rican, or Chicago Rican. He’s not a happy American because, you know, he’s not an American; he’s just a Rican. Dominican or Chicago Rican -- (inaudible) -- Dominican or Chicago Rican, he’s not a happy American because he know he’s a Rican, not American but just Rican, as much an immigrant as the rest of the Latin (inaudible) American, but (inaudible) history and experience (inaudible) [very happy?] Rican. You see, [the only character?] (inaudible) that we are allowed to portray is Al Capone. To me, Al Capone [was not a?] Rican. Yeah. [00:37:00] (Spanish) [00:37:02 - 00:37:18]. JJ: (Spanish) [00:37:21]. AM: Uh-huh. (Spanish) [00:37:23 - 00:37:42]. (pause) (Spanish) [00:37:51]. JJ: [Any questions?] -- END OF VIDEO FILE 22 � https://digitalcollections.library.gvsu.edu/files/original/e91315b64b93feb316f1fbb1a4ba8623.mp4 9cf0338c08ee47bf8a93d7435f280b22 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 Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</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 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Alfredo Matias vídeo entrevista y biografía Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Veteranos--Relatos personales Artes, Puertorriqueños--Illinois--Chicago Puertorriqueños--Illinois--Chicago--Vida social y costumbres Religión Iglesia Católica Racismo--Estados Unidos Relaciones raciales Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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-65_Matias_Alfredo Title A name given to the resource Alfredo Matias video interview and transcript Creator An entity primarily responsible for making the resource Matias, Alfredo Description An account of the resource Alfredo Matias is the son of Doña Carmen García and a Young Lord going back to the mid-1960s. Mr. Matias joined the Young Lords during the Month of Soul Dances at St. Michael’s Church Gymnasium in Lincoln Park. Mr. Matias lived in Lincoln Park and also in Wicker Park for many years. He was forced from the military because he refused to accept an order that would have sent him to Cuba to fight alongside other Puerto Ricans in the Bay of Pigs invasion, against the sovereignty of Cuba. Mr. Matias grew up in Sabana Seca, Puerto Rico. Today Mr. Matias is home in Puerto Rico, content to be by his mother’s side, and still writing his poetry. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Social justice Community activists--Illinois--Chicago Veterans--Personal narratives Arts, Puerto Rican--Illinois--Chicago Puerto Ricans--Illinois--Chicago--Social life and customs Religion Catholic Church Racism--United States Race relations Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-04-02 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/297c57c00b1f22affc17a835a5fcb0c6.jpg 20c0d21c6d227070775cf589608cd17b 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_1355 Title A name given to the resource Algerine class British mine sweeper Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Algerine class British AM (mine sweeper), 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/35fd9b1062e6e3a01ab7b6dcecfb6b49.jpg 1d7e8ca78c7cde7421c071ac21cc9db3 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 Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. 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 Merrill_EastmanAlbum_1_1909_045 Date A point or period of time associated with an event in the lifecycle of the resource 1909-07-10 Title A name given to the resource Algoma Mills Description An account of the resource Black and white photograph of dock at Algoma Mills, Ontario, as viewed from boat. Subject The topic of the resource Boats Ontario Algoma Mills (Ont.) Docks Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) 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/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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/974692e8346fe02f572700ed5f1b00a7.pdf a787bd151049a85bd76616c30209107c PDF Text Text ALGOMA TOWNSHIP Kent County, Michigan 1991 ) I �., FROM THE LIBRARY O.F1 Inc. Planning & Zoning Center, , ALGOMA TOWNSHIP Acknowledgements TOWNSHIP BOARD • Mark Doren, Supervisor Laural Walkons, Clerk Deborah Arends, Treasurer Paul Harris, Trustee Gerald Oele, Trustee TOWNSHIP PLANNING COMMISSION , Al Larsen, · Bob Powell GeraldOele Bob Wilson, Chairman Edgar Ault, Secretary Winnie Nash Lester Momber MASTER PLAN TASK FORCE Bob Wilson, Chairman Caryn Helmer, Secretary Stu Cok Denny Hoemke Steve Johnson Duane Mc I ntyre Winnie Nash Frank Vanderhyde Laural Walkons Deborah Arends GeraldOele Master Plan Adopted: November 19, 1991 Prepared with assistance of WW Engineering & Science 5555 Glenwood Hills Parkway, S.E. Grand Rapids, MI 495U-2091 (616) 942-9600 �l l 1 1 l Table of Contents Introduction 1 1. 3 Goals and Objectives Agricultural Lands and Interests Natural Resources Parks and Recreation Historic Sites and Preservation Residential Development Inter-Governmental Cooperation Commercial Development Industrial Development Infrastructure - Roads, Private Roads and Utilities l 1 J Page Chapter 2. Physical Description Regional Setting Natural Features 1 3. Social_ and Economic Characteristics Population Characteristics Economic Characteristics Households I I I I 4. Community Faci/ities Township Offices Fire Services Public Safety Libraries Cemeteries Parks and Recreation Historical Sites Educational Facilities Solid Waste Disposal Roads and Transportation A&C\Algoma\89564.01\AlgoT~b 3 3 6 7 8 9 10 11 12 14 14 14 22 22 27 27 28 28 28 28 28 29 29 30 30 30 31 �l 1 1 5. l Agriculture Residential General Business Industrial Public/Semi-Public Road and Railway 1 I 6. I 'r r r r r r r r Existing Land Use Analysis P Janning Analysis Population Projections Residential Land Use Needs Other Land Use Needs Parks and Recreation Roads and Streets 7. Future Land Use Plan Relationship of Planning to Zoning Plan Concepts Land Use Categories Future Roads 8. Implementation Zoning Additional Planning Studies Adopt Township Subdivision Ordinance Prepare and Adopt Capital Improvements Program Planning Commission Work Program Planning Education Revisions to the Master Plan A&C\Algorna\89564.01\AlgoT~b 35 35 37 38 39 39 40 43 43 43 45 48 48 51 51 52 53 66 69 69 71 72 72 72 73 73 �1 l List of Tables 1 1 1. 2. 3. 4. 5. I Page Table 6. 7. 8. Historical Population Change Building Permits for Single Family Homes Age of Residents - 1980 and 1990 Per Capita Income 24 Hour Traffic Counts Existing Land Use Population Projections Traffic Volume Projections 24 25 26 26 34 36 44 50 List of Maps Page Map I I 'J 1. 2. 3. 4. 5. 6. 7. 8. 9. Woodlands and Wetlands Soils Unsuitable for Development Prime Farmland Residential Building Permits by Section 1986-1990 Road Classification System Existing Land Use, June 1991 PA. 116 Parcels and Dates of Expiration Future Land Use Map Mixed Use PUD r r r r r A&C\Algoma\89564.0l\AlgoTCJC\5b 19 20 21 23 33 41 42 Inside Rear Pocket 68 �• l 1 1 I I J r r r r r r ALGOMA TOWNSHIP MASTER PLAN INTRODUCTION The fundamental purpose of the Master Plan is to allow Algoma Township to set forth in a comprehensive manner the goals and objectives for its physical development. The Township Planning Act, Public Act 168 of 1959, as amended, specifically gives Township Planning Commissions the authority to prepare and officially adopt a Master Plan. This Plan will serve as an advisory guide for the physical conservation of certain areas and for the development of other areas into a desira~le living environment for present and future township residents. Planning, in simple terms, is a goal-oriented and continuous process which seeks to improve a community and create a better environment. As such, a Master Plan is a "tool" by which this goal can be reached. It is used by both individuals and public officials to make decisions concerning the long-range future ·of a community. In 1968, The Algoma Township Planning Commission prepared a Master Land Use Plan to serve as a guideline for the rapidly accelerating growth in the Township. In 1990, the Township Planning Commission initiated an update of the 1968 Plan, by appointing a Master Plan Task Force Committee to accomplish this process. Over the past 22 years, significant changes have occurred in the Township, rendering a Plan update an imperative. Completion of the U.S. 131 Expressway in 1969 with interchanges at both 10 Mile and 14 Mile Roads has made the Township easily accessible from the Grand Rapids Metropolitan Area. Population has increased in the Township by 76.1 % since 197 0. The attractiveness of the Township, determined largely by an abundance of natural features and unspoiled landscapes, insures that the community will continue to be a desirable place for the location of new homes and businesses. The Master Land Use Plan provides: 1. A comprehensive means of integrating proposals that look 20 years ahead to meet future needs regarding general and major aspects of physical conservation and development throughout the Township; 2. An official, advisory policy statement for encouraging orderly and efficient use of the land for residences, businesses, industry, parks and recreation areas, and agriculture, and for coordinating these uses of land with each other, with streets and highways, and with other necessary public facilities and services; 3. A logical basis for zoning, subdivision design, public improvements plans, and for facilitating and guiding the work of the Township Planning Commission and the Township Board as well as other public and private endeavors dealing with the physical conservation and development of the Township; A&C\Algoma\'!9564.0l'algornarnp\sb 1 �4. A means for private organizations and individuals to determine how they may relate their building and development projects and policies to official township planning policies; and 5. A means of relating the plans of Algoma Township to the plans of adjacent townships, villages and cities and to development of the region as a whole. The final element of the plan will synthesize the recommended goals and needs of the Township with the analysis of existing conditions and trends. The plan will conclude with an implementation program that will define strategies and will address specific tools for implementation such as the zoning ordinance, subdivision regulations, and a capital improvements program. The Algoma Township Plan is intended to be long-range and dynamic, based on long-term goals and objectives looking 20 years forward. With that in mind, there is an important caveat to this planning process: the Master Plan is general in scope. It is not necessarily intended to establish the precise boundaries of land use areas or the exact locations of individual future land uses. Its greater function is to serve as a decision making frame-work. The Master Plan insures that more detailed future decisions have a clear and rational basis. I A&C\Algoma\J!9564.01\algomamp\sb 2 �CHAPTER 1 GOALS AND OBJECTIVES Planning goals are statements that express the community's long range desires and serve to provide direction for related planning activities. Each goal has accompanying objectives which reflect the general strategy that the community will pursue to attain its goals. Following are goals and objective statements that have been developed for shaping the Algoma Township Master Plan, based upon citizen input and technical analysis of the data. The following goals and objectives were developed based upon information generated at two public workshops held on January 28 and February 11, 1991. Each workshop was attended by about thirty Township residents; the initial workshop included representation from the Kent County Road Commission and the West Michigan Environmental Action Council. Besides the goals that are specific to the categories listed below the Algoma Township Master Plan Task Force identified the following overall goal: Where existing conditions permit, moderate uses of land (commercial, medium density residential, etc.) will serve as a buffer between intense land uses (industrial, high density, etc.) and low intensity land uses (single family residential, agricultural, etc.) Agricultural Lands and Interests Goal: Respect the rights of the active farmer and ensure compatibility between farm and non-farm uses while providing for the long-term transition of active farm land to non-farm land use. Objectives: ' ' 1. Support the Farmland and Open Space Preservation Act, P.A. 116 of 1974, by encouraging use of instruments by area farmers and approving such use of instruments that are consistent with the land use plan. 2. Encourage property tax policies that assess farmland for its present use rather than its potential use. 3. Through zoning, allow reasonable minimum lot sizes for non-farm uses in areas zoned for agriculture. 4. Encourage "Hobby Farms" on four (4) acres or more in order to preserve and enhance the rural character of the area. A&C\A.lgoma\89564.01\algomamp\sb 3 �Natural Resources: Preserve the environmental and scenic quality of the Township. Goal: Objectives: r 1. Ensure that development takes place in an environmentally consistent and sound manner by minimizing the potential for flood hazard, soil erosion, and disturbances to the natural drainage network, and protecting the quality of surface and groundwater resources, wetlands, and woodlands. 2. Through zoning, site plan review, and education encourage approaches to land development that take natural features such as soils, topography, steep slopes, hydrology, and natural vegetation into account in the process of site design and building design. 3. Encourage soil conservation practices and education on the prudent use of fertilizers and pesticides. Encourage Township to consider implementing recommendations of the Greenbelt Management Program as proposed by the State of Michigan Department of Natural Resources in the Natural Rivers Act. 4. For all types of development, work with County and State officials to develop improved standards regarding the suitability of soils for septic system placement and use. 5. Through site plan review, discourage practices which would alter the natural, valuable function of wetlands, especially those not protected under the State of Michigan Wetlands Protection Act (P.A. 203 of 1979). 6. · Establish landscaping guidelines for existing and future commercial, industrial, and residential development which, through site plan review, would preserve and increase the numbers of trees and other woody vegetation in the Township including provision for the replacement of dead or diseased landscaping vegetation. 7. Through zoning and growth management policies, establish guidelines which would further protect the Rogue River and its watershed; calling upon recommendations in the Flood Hazard Study of the Rogue River, Valley Preserve System as presented in the Grand River Basin Comprehensive Water Resources Study, the Natural Rivers Act, and the Greenbelt Management Binder. 'r,. A&C\Algoma~9564.0I\algomamp\sb 4 �8. Identify factors that may contribute to groundwater contamination. Participate in regional and state-wide programs to monitor the quality of surface and groundwater. 9. Through permit application and enforcement procedures, require the satisfactory reclamation of lands after removal of natural resources such as sand, gravel, soil, rocks or minerals. 10. Through education encourage the participation of Township residents in the use of approved methods of solid waste disposal including waste stream reduction, recycling, composting, and other techniques. 11. Promote and support community clean-up programs. 12. In order to continue the unique views and vistas which occur naturally within the Township, through Ordinance, establish methods of protecting the country atmosphere, rolling terrain and open space nature of the long-distance vistas. In particular, these areas are: near US-131 between 10 Mile and 12 Mile, near US-131 between 12 Mile and 14 Mile. 1 A&OAlgoma\89564.0 l\algomamp\sb 5 �Parks and Recreation Plan for and develop active and passive outdoor recreation facilities to meet the needs of existing and future residents of the Township. Goal: Objectives: 1. Implement the recommendations set forth in the Algoma Township Park, Recreation, and Natural Area Plan of 1988. 2. Support development of the Rails-to-Trails program and through zoning and site plan review reduce conflicts between recreational trail use and adjacent land uses. 3. Work with residential developers to set aside suitable portions of land for neighborhood parks, and road easements for pedestrian/bicycle paths. 4. Encourage rural neighbors to develop reciprocal agreements for cross-country and hiking trails. 5. Pursue the possibility of Township acquisition of Department of Natural Resources lands through exchange of property of similar or equal value. (The proposed route for the Kent County ~icycle Trail Plan does not go through any sections of Algoma Township. The Trail does run north and south through neighboring Sparta Township and cuts in fairly close to the Township line along Long Lake Avenue. The proposed North Country Trail in Kent County does cut through parts of Algoma Township. The trail is shown to enter the Township in the southeast corner in the vicinity of the City of Rockford and runs north along Northland Drive until it exits the Township where Northland Drive meets the Township boundaries). 6. Work to implement the recreational components of the Valley Preserve Plan. ' A&C\Algoma\89564.01\algomamp\o;b 6 �Historic Sites and Preservation Identify and preseive for present and future generations, historic sites, architectural items, and buildings determined to have historic significant value within the Township. Goal: Objectives: 1. Support and promote historical preseivation activities of the Township. 2. Preseive the historic architectural style of the Township by identify the built architectural styles (including but not limited to farm houses, barns, fence styles, etc.) which symbolize the area's heritage. 3. Identify locations and structures determined to have local historical significance and encourage preseivation and/or improvement of these sites. 4. Call upon resources at both the County, State and Federal level to assist with identification and preseivation of local historic sites and structures. r r 'r , A&C\Algoma\89564.01\algomamp\sb 7 �Residential Development To create attractive, safe, and convenient residential environments providing a variety of housing opportunities with adequate schools, parks, utilities, and other facilities determined desirable or necessary for community development. Goal: Objectives: 1. Encourage the highest concentrations of residential development in locations where there are existing public utilities and where the greatest potential exists for public utilities and services. 2. Establish density standards that ate consistent with the natural capacity of soils to handle on-site septic systems and which promote the preservation of the Township's natural resources and rural and suburban qualities. 3. Provide opportunities for construction of affordable housing. 4. Encourage creative design of neighborhoods to enhance desirability by including sidewalks, bike paths, pedestrian paths, open space, parks and playgrounds. 5. Encourage residential development patterns that utilize small lot, cluster development in conjunction with open space or conservation easements that may be retained in agricultural uses. 6. Strengthen and protect the viability of neighborhoods by controlling the expansion of incompatible land uses on adjacent properties and protecting neighborhoods by open space and other buffers. 7. Plan residential development on Natural Beauty Roads with sensitivity to potential impacts and with priority placed upon preservation of the aesthetic and cultural value of the scenery. 8. Through watershed management planning, promote the highest feasible quality of Camp Lake as both a valuable natural resource and a quality residential environment. 9. Implement width-to-depth ratios to regulate the shape of parcels. I 1 1 1 A&o.Algoma\89564.01\algomamp\,b 8 �Inter-Governmental Cooperation Goal: Promote a coordinated approach among local units of government regarding goals, objectives, and policies that determine the development of Algoma Township and its neighboring communities. Objectives: - 1. Increase the area tax base and employment opportumt:J.es through increased coordination between industrial agencies, local chambers of commerce, and municipal governments. 2. Build local and regional support for growth management techniques and improved land use patterns. 3. Promote a coordinated approach among local communities for the provision and expansion of public utilities. 4. Increase local funding resources through the coordination of efforts of local government to secure and efficiently spend grants, federal dollars, etc. 5. Establish a communications network among officials of local governmental units. 6. Negotiate annexation and/or tax base sharing regarding industrial, commercial, and high density residential development with neighboring communities. 1 1 1 A&C\Algoma\89564.01\algomamp\sb 9 �Commercial Development Goal: l 1 1 .1 1 1 1 Provide a mix of commercial uses at planned locations which are aesthetically pleasing and create a safe and efficient traffic circulation pattern. Objectives: 1. Conduct a corridor study along Northland Drive and prepare sub-area plans on Ten Mile Road and Fourteen Mile Road. 2. In order to minimize traffic congestion and hazard, develop ordinances which require the shared use of commercial driveways and access roads, limit the number and spacing of driveways along arterials, encourage the use of frontage roads or service drives. 3. Incorporate design and performance standards into the Township Zoning Ordinance that will achieve commercial development which is aesthetically appealing, and which operates in a safe and efficient manner. 4. Through zoning or provision for Planned Unit Development, provide neighborhood commercial opportunities near high density residential development. l 1 1 7 1 l 1 7 A&.C\Algoma\89564.01\algomamp~b 10 �Industrial Development Goal: Provide for industrial development in areas served by adequate transportation systems and which will probably be served by public utilities and services. Objectives: 1. Encourage the extension of public utilities and services to those areas identified as desirable for industrial development 2. Promote the development of industrial plats rather than scattered single lot development. 3. Achieve quality industrial development through appropriate zoning ordinance requirements while expanding economic opportunities. 4. Separate industrial uses from less intense land uses such as residential through appropriate use of buffer strips, open space or transitional land uses. 5. Encourage the expansion of employment opportunities in the Township in order to reduce the percentage of residents who commute to their place of work. 6. Consider eliminating the Heavy Industrial District from the Township Zoning Ordinance, due to lack of appropriate areas near adequate transportation routes, and due to the existence of uses that are not compatible with heavy industrial uses. r A&OAlgoma\89564.01\algomamp\\b 11 �Infrastructure - Roads, Private Roads and Utilities Goal: Provide for adequate infrastructure that will ensure balanced, orderly growth and ensure the safety and well-being of Township residents. Objectives: 1. Develop a Township-wide street and transportation plan which addresses such items as: Traffic control measures such as turning lanes, traffic signalization, service drives, curb-cut design and location standards. Increased building and parking setbacks along major roadways. Functional classification of roadways. The relationship of land use to road capacity and function. , The interconnection/upgrading of existing and future private roads. The need and feasibility for alternate routes to reduce local traffic on major arterials and on other local roads. 2. Conduct a corridor study along major arterials such as Ten Mile Road, Northland Drive, Fourteen Mile Road, and Thirteen Mile Road to address issues of traffic safety, flow, and need for additional lanes. 3. Encourage the construction of pedestrian and bike paths on major arterial streets. 4. Encourage that private roads be built to respect natural terrain and other features of the natural environment without circumventing construction techniques. 5. Enforce design and construction standards for private roads to insure the possibility of converting private roads to public roads. 6. Coordinate private road development so that these roads may connect logically and efficiently with public road systems and adjacent private road systems. 7. Through ordinance, establish private road construction standards that permit adequate emergency vehicle access, that will not impede proper maintenance of the road, and that ensure the road will not constitute a danger to inhabitants of the Township. 9. Maintain and provide improvements to primary and local roads to insure safe access while maintaining their natural beauty. '1 ~ 'i A&C\Algoma~9564.0l\algomamp¼b 12 �10. Require residential subdivisions, multi-family developments, commercial and industrial development to utilize public sewer· systems where -available. 11. Maintain and enforce regulations for private roads that seek to protect the health, safety and welfare of Algoma Township residents. r A&C\Algoma~9564.0l\algomamp\sb 13 �CHAPTER2 PHYSICAL DESCRIPTION This chapter examines the regional setting and the natural features that have impacted upon the community and have helped to determine what the community is today. Natural features examined include geology, water resources, topography and drainage, soils and climate. REGIONAL SETTING Algoma Township is located in northwest Kent County in the second tier of townships from the County's northern boundary. Composed of approximately 34.5 square miles, the Township is bounded on the north by 16 Mile Road, on the east by Northland Drive (old U.S. 131), on the south by Ten Mile Road, and on the west by Division Avenue. Neighboring Townships and communities include Solon Township . and the City of Cedar Springs to the north and northeast, Courtland Township to the east, the City of Rockford in the southeast, Plainfield Township to the south, and Sparta Township and the Village of Sparta to the west According to 1990 preliminary U.S. Census data, Algoma Township ranked eleventh in population among Kent County's twenty-one townships with a population of 5,439 people. The center of the Township is located 9.8 miles from the northern boundary of the City of Grand Rapids, and primary access to the Grand Rapids Metro Area is via the U.S. 131 Expressway which traverses the eastern half of the Township in a north-south direction. Algoma Township lies 26 miles east of Muskegon and 32 miles east of the Lake Michigan shoreline. NATURAL FEATURES Geology The bedrock of all of Kent County consists of the edges of the bowl-like rock formation known as the Michigan Basin. The oldest rock is Marshall Sandstone, overlapped in the central portion of the County in the vicinity of Algoma Township by the Michigan Formation which is primarily limestone, gypsum, and dolomite interbedded with shale and sandstone. Overlying these rock formations is a mass of glacial drift ranging from ten to several hundred feet in thickness that was deposited during the Wisconsin glacial period. Kent County is located in an area where the Michigan and Saginaw lobes of the Wisconsin ice sheet met. Consequently, a complex and strongly developed morainic 1 system developed and the present surface features are for the most part the results of glacial action. The glacial drift ranges from coarse gravel to fine lacustrine2 clay; It is the parent material in which many of the soils in the county are formed. 1 2 Moraines are glacial deposits of earth, stones, and other debris Materials originally deposited in lake water A&C\Algoma\89564.01\algomamp\sb 14 �Within Algoma Township, the physiography ranges from hilly morainic belts rising from nearly level valleys generally following the direction of the Rogue River and smaller streams, to gently sloping or rolling till plains3 generally higher than the morainic belts. Topography, Drainage, and Surface Waters Land formations in the Township vary from hilly areas with steep slopes found in the southeast and central-east parts of the Township to the low, plain-like valley of the Rogue River in the southwest portion. A series of lakes is located in the western quarter of the Township, and this series continues northward into Solon Township. The two major watersheds in the Township are the Rogue River basin and the Cedar Creek Basin. Other streams include Little Cedar Creek entering the Township in Section 1, Stegman Creek which enters the Township at the center of the eastern boundary, and a small portion of Shaw Creek which joins with the Rogue River just above the northern boundary of the City of Rockford. Where Cedar Creek enters the Township at 16 Mile Road, its elevation is 849 feet, and it joins the Rogue River in section 22 above 12 Mile Road at an elevation of 709 feet. The Little Cedar joins Cedar Creek just north of the intersection of Algoma Avenue and 14 Mile Road at an elevation of 779 feet. The Rogue River enters the Township in Section 30 at the lower western boundary at an elevation of about 729 feet and exits the Township at the City of Rockford northern boundary at 699 feet. Several formal county drains provide controlled drainage within the western one third of the Township. These include The Finch, Black Lake, Basin, Vandermeer, Dutch and Pickerel Lake Drains. The Kent County Drain Commission and the Township share in the maintenance of the established drainage system. The Rogue River and its flood plain are significant features and flood prone areas have been identified in detail as part of the Flood Hazard Study of the Rogue River completed in 1982 by the U.S. Soil Conservation Service. The study reported 1224.6 acres in Algoma Township as being within the 100-year Floodplain. r r- r The surface waters of the Township consist of ten lakes, portions of four additional lakes,. several unnamed ponds, and the Rogue River with its associated network of streams. Camp Lake is the largest lake in the Township and has a water surface of about 140 acres. Other lakes include Whit, Wallace, High, Low, Nelson, and Meek Lakes which connect in a chain on the western side of the Township. Portions of the Ke-Wag-A-Wan Lakes group and the Indian Lakes system are found in the northwestern corner of the Township as are portions of Squaw and Lime Lakes. 3 Flat to undulating areas underlain by unsorted glacial drift A&C\Algoma\89564.01\algomamp\sb 15 �Hoskins Lake is located on Little Cedar Creek in Section 10. Lake levels range from 794 feet above sea level at Lime Lake to about 729 feet at Meek Lake. All lakes are private with the exception of Camp Lake on which a state owned public access site is located. The Michigan Resource Information System (MIRIS), which compiles land use date from infrared aerial photography, records 252 acres of open water in the Township. , - 1 Many wetland areas are scattered throughout the Township, and are primarily associated with surface water bodies and drainage patterns. The Michigan Resource Information System records 427 acres of wetlands in Algoma Township. Map 1 illustrates woodland and wetland areas in the Township as identified by MIRIS. There is some disparity between this map and wetlands as identified by the National Wetlands Inventory conducted by the United States Department of the Interior. While MIRIS categorizes lowland hardwoods and lowland conifers as forested lands, the National Inventory records these as forested or shrub-scrub wetland areas that are seasonally flooded. An example of this is much of the area along the Rogue River and parts of Sections 10, 11, 13, and 15. Consequently the Township in fact has more areas that may be considered as wetlands than Map 1 actually indicates. According to Kent County Health Department officials, one area of concern regarding ground water contamination exists within the Township. This area is located southeast of the intersection of 13 Mile Road and Northland Drive. Reports of metal and organic contaminants in the groundwater are currently under investigation; implications for public health are uncertain at this time. Soils The identification of soil types in the Township is an important consideration of both the existing and future physical development of the Township. While residents in the Camp Lake area are served by the Village of Sparta municipal sewer system, the balance of homes and businesses must rely on soil suitability to obtain a safe water supply and to dispose of waste water. In general, the soils in Algoma Township range from the poorly drained mucky or loamy soils along the Rogue River Valley to well drained or excessively drained sandy or loamy materials. Map 2 has been prepared based on soils and their unsuitability for development without public sewers. The factors considered include hazards of flooding, depth to water table, percolation rate, and slope. It should be noted that the soils with severe limitations will in most cases present problems for the efficient operation of individual septic systems. Because of high water tables or rapid lateral movement of subsurface waters in these areas, the use of septic tanks and drainage fields provides increased potential for pollution of wells and surface waters. In addition, there is a potential for seasonal flooding of basements. Intensive development in these areas often results in increased demands for public sewers and/or water systems to compensate for environmental hazards or health hazards. 1 A&.C\Algoma\89564.01\algomamp\.lb 16 �r r - By mapping these soils according to their unsuitability for development, patterns are identified which make it possible to determine the development potential of specific areas. Although the map is not intended as a substitute for on-site investigation or detailed engineering studies, it does generally define those areas that should be considered as unsuitable for development. Soils which generally have unsuitable characteristics for building or septic use may still be useful with on-site modifications or detailed site analysis. However, significant development in these areas will increase the need for public utilities. In particular the northwest quarter of the Township contains large areas of soils with severe limitations for septic tank absorption due to high percentages of clay resulting in moderately slow permeability, and due to high water tables. In some cases, excessive slopes are a limiting factor. The area on the west side of Camp Lake, previously the site of contamination problems due to high density residential development, is currently serviced by the Village of Sparta municipal sewer system. - ~ t Limitations for development also occur in the southeast along the Rogue River Valley and its tributaries. The central part of the southeast quarter of the Township is also limited by heavy soils and in some cases excessive slopes. The balance of soils in the Township are primarily sandy or loamy sand soils which are suitable for individual sewage disposal systems at low densities. Another important feature of soils within Algoma Township are the soils considered as prime farmland by the United State Department of Agriculture. Prime farmland, as defined by the USDA, is the land that is best suited to food, feed, forage, fiber, and oil seed crops, and produces the highest yields with minimal inputs of energy and economic resources. Map 3 delineates the soils within Algoma Township that are considered as prime agriculture soils. Soils that are unsuitable for on site septic systems, except for those along waterways, somewhat loosely delineate the prime agricultural soils in the Township, mainly due to adequate available water capacity of those soils. l -I Climate Temperatures in Algoma Township range from an average high and low of 30.3° F and 16.0° F. respectively in January, to averages of 83.3° F and 59.6° Fin July. In a normal winter, Algoma Township will experience nine days with temperatures of zero or below, while in the summer eleven days will reach 90°F or above. The annual rainfall in Algoma Township averages 33 inches with snowfall accumulations of 76 inches. The growing season, May through September, lasts about 170 days with threat of frost occurring on an average by October 12th and no later than April 25th. Sunshine is most prevalent in August and least prevalent in December. A&aAlgana\89564.01'-ilgomamp\sb 17 �- l r - - Fish and Wildlife, Unique Natural Features Algoma Township provides suitable habitat for the types of wildlife found throughout Kent County. These include Whitetail deer, small mammals such as squirrels, raccoons, rabbits, and possum, game birds such as pheasants, ducks, and ruffed grouse, and many species of birds that thrive in both forested and open areas. The lakes and streams of the Township may include game fish such as trout, bass, pike, perch, blue gills and sunfish. Steelhead trout and salmon migrate up the Rogue River in the fall. Scattered through the Township are remnant White Pines which for the most part were removed during the logging era of the 1800's. - - -r -l A&C\Algoma\89564.01\algomamp\sb 18 �) I. ' \ ) \ ) . J ' ) < ~ ) ' J' '·· \ .1 I t (SOLON TWP.) i ) •, ,:.__. ) "- ' ~ i 0 ~ E!II HJI zl~ / 16 Mil£ RD. ====•== 8 ~ 9!4w. I •-~✓- -~1J.J~ ~ \Jil iV N\ . ~ ~. ~ I ~~111/////h ~/h,,,,,;-.~~-- L'._'_ I I_ I I fl -~g-ga I I II 15 Mil£ RD RUSSEU. ST w \) 0 BROMAN sr. I I L____ ~8 . 17 -~ T~ I ---a.. ~ ~ ~ f' 13 Mil£ RD ~ ~ ~ a::: 0 z 5 I- a.. a::: ,,,,,,,,,,.,,.,,,,,,,,,,,,, :::, 0 12 Mil£ RD 1~, I a.. ~ <( Cf) ...__,, 0 , ~I C Ff- b I J I ~ ~ \ , l 7 -~ ~'h\ I\I 1 I w I ~ ~ j I I rl I'>' ' u ...__,, 10 Mil£ RD. (PLAINFIELD TWP.) ~ Ii: ALGOMA TOWNSHIP KENT COUNTY, MICtlGAN MAP 1 ~ ~ WOODLANDS & WETLANDS .I.EGEHll: T BJ BJ WOODLANDS - INCLUDES NORTHERN HAADWOODS, COORM. HAAOWOODS, AND LOWLAND HAAOWOODS WHICH MAY INDICATE PRESENCE Of WE1\N4DS 'NET\ANDS - INCLUDES WOODED, SHRUB, SCRUB, AND EMERGENTS WETl.NIOS -__..........._~,,,,. .... _,. -.................__ ,,_......... ~ SOURCE: MICHIGAN RESOURCE INFORMATION SYSTEM, DEPARTMENT OF NATURAL RESOURCES �.~ ) I • V } I I ) ' J ' · - J; ~ (SOLON TWP.) ifr-1} ) I ) I J 0 It: ~ .;,~ I '.A ZI 16 Mil£ RO • .,......, IJ Mil£ RO (L ,.......,_ (L ~ ~ ~ D z ~ (L ~ I- Cf) ........... 0::: ::J 0 u ........... ~ 10 MILE RO. 1"\. // ~ ~ (PLAINFIELD TWP.) ~ ~ 0 l"' ALGOMA TOWNSHIP KENT COUNTY, MICIIGAN ~ ~ MAP 2 SOILS UNSUITABLE FOR DEVELOPMENT :r .LEG.El:il2: - SOILS WHICH AAE GENERAU.Y UNSUrTABl£ FOR ON SITE SEPTIC SYSTEMS DUE TO ONE OR MORE OF THE FOLLOWING CHAAAC11'RIST1CS: - SOIL PERCOIATION RATE - SLOPE(MORE TtWI 18:t} - DEPlli OF HIGH WATER TABl£ l£SS TtWI SIX FEET - FLOOD ~ O (PONDING, WETNESS) ON-SITE INVESTIGATION MAY STILL BE NECESSARY TO DETERMINE SEPTIC SYS'1EM SUrTASIUTY. CAMP lAKE SEWER SER\IICE AREA . ___ _,. ...... _....,_,__ _________ ,.. ...... -...-... , ......,....... ~~ �., 11' •.~ ' 1 ~ (SOLON TWP.) ~ I I - _) _I a "' ~ . .«.Jw. 15 R<'I xs, .... f 16 MILE RD. 14 - ,........,, CL ~·' ' '.-J 1J MILE RD ,........,, CL ~ ~ ~ (l:'.: 0 z <( CL ~ C/) ...__... ::i I- 21 (l:'.: ::) ~ 0 12 MILE RO (.) ...__... I 26 '< I I ~ - . ~ , ~4 10 M!I..E RO • 1,, // ~ ~ (PLAINFIELD TWP.) i I i !.., l ALGOMA TOWNSHIP KENT COUNTY, MICtlGAN MAP 3 ~ ~ PRIME FARMLANDS :r .LtG£tlQ: - PRIME rAAMIAND - SOILS BEST SUITTll TO rooo. F£ED, FORAGE. FlBER, ANO OIL SEED CROPS 1'S DET£RMINED BY THE UNJTt:S STATES DEPARTMENT OF AGRICULTURE ___......-,..1 ................... DMIIM~· _.................... - ." ..... ~L" I �CHAPTER3 .. SOCIAL AND ECONOMIC CHARACTERISTICS Understanding the people of Algoma Township will help establish the basis for developing the Master Plan. This discussion will review the Township' population characteristics and trends as well as economic conditions and housing characteristics of the community. Population Characteristics Table 1 illustrates past growth of Algoma Township relative to the four surrounding Townships and the three nearby communities of Sparta, Cedar Springs, Rockford. Kent County totals are also shown. Township totals exclude incorporated areas. , The decade between 1960 and 1970 saw substantial increases in population for the townships surrounding Algoma Township, although Algoma itself grew at a lesser rate, recording a 24.3% increase. Between 1970 and 1980, Algoma Township increased its population by 42.8%, outpacing all of the surrounding communities except Courtland Township and the City of Cedar Springs. During the last decade, 1980-1990, the rate of growth in Algoma Township slowed to 24.6%. Other communities also show a decrease or leveling off of growth rate, except both Sparta Township and Sparta Village which show increased rates of growth during that ten year period. In all cases, the rate of population increase for Algoma Township surpassed Kent County as a whole. Table 2 illustrates building permit activity in Algoma Township over the past ten years, and permits taken out through October of 1990. The data show an average of 42 new single family homes each year since 1980, and an average of nearly 55 new homes per year over the past five years. Using an average household size of 3.09 persons for 1990 (see following section on Households), 55 new homes will yield approximately 170 persons residing in new dwellings in 1990. Map 4 indicates the numbers of building permits issued for new home construction in 1986-1990 by section. 1 . I :t Another important factor when exanumng Algoma's community profile is the age of its residents. Table 3 shows a comparative age breakdown as reported by the 1980 and 1990 U.S . Census. Although the median age has increased in the last ten years from 27.4 to 31.8, Algoma Township still Jlas a relatively young population with 73% under the age of 44. Only a small portion is over 65, 6.7%. Although not shown in Table 3, the median age for Algoma Township in 1990 was 31.8 compared to 30.7 for Kent County as a whole. In 1980, Algoma had a lower median age than the County 27.4 to 28 years of age. All together, these figures indicate the presence in the Township of a high percentage of persons in the childbearing years and with young children. y A&c:.\Algoma\89564.01\algomamp~b 22 �.I ,, __,,,_ J ,,, l j .) . _} ~ I } J . J 1 ..., I.., ~r J,=' ,,I 1..._.. '. !!i: ·~ 15 _ > '11 <'.I ) I 4 ..--... _J · Iii,( / I I ,. I . .j •. I a ~ (SOLON TWP.) _J ) -l 0: ~ JL of WI zj / \I I 1 1 //~ I ------ ' BROMAN ST. • ~ 0 r'-" - II~ 11§ _ ~ I a.. ~ II I I ~ a::: <( 81GH I I a.. en I I '-" LAKE ) I I I I I I I 15 1 .,......_ RUSSELL ST @/ I I 17 16 I I I 13 Mil£ RO ®i )I RECTOR ST. 20 a.. 0 z ~ fa::: 24 21 ~ .,......_ ~ ® I I I I 15 Mil£ Rq --+---'--Ir-,..,----------+- p- I ®i ~~ 'No~ LAKES RO. ® 12 9 8 1&MIL£Ro. :) 0 01 2 0i!i'?0 ·,~..:·~~ ... , , ... ·-rw~ I 27 . I 26 I I '-" ~~} ' \ C 0: JJ '< I 11 I ~ Iii :IE a ,~.J;? I ) f;p_;, ~ ~\ I ( ~ (PLAINFIELD TWP.) ~ i -, CI -"(II)) \ •1 'I• . \ "I 1-L~II I',., 10 Mil£ RO. ~ 1 ~ i !!! ~ 0: ALGOMA TOWNSHIP KENT COUNTY, MICtlGAN MAP 4 RESIDENTIAL BULDING + \rt:wf T PERMITS ISSUED 1986 - 1990 BY SECTION 0 NUMBER OF PERMITS ISSUED G] AREAS OF tlGtEST GROWTH - ............---........._, ..__,.,.,. ________ ,,..,;,,,,,.~ _____ ~ I 0 I I - �,J ~~ - ~- ~ - 1! r ·, - - u - , - It ~ ''J -- ·1r -'-" ll = "II . ll • I( TABLEl Historical Population Change Algoma Township and Surrounding Communities, Including Kent County 1960- 1990 Municipality Algoma Twp. Courtland Plainfield Sparta Twp. Solon Twp. Sparta Vil. Cedar Springs Rockford City Kent County Source: 1960 2,485 1,585 11,680 2,498 1,589 2,749 1,768 2,074 363,187 % Change 1960-70 24.3 38.5 45.0 35.0 33.0 12.6 2.2 17.1 13.2 Absolute Change 1970 3,088 603 611 2,196 5,255 16,935 874 3,372 2,114 525 3,094 345 1,807 39 2,428 354 47,857 411,044 % Change 1970-80 42.8 49.0 21.7 5.8 32.9 8.9 44.7 36.9 8.1 Absolute Change 1,323 1,076 3,676 194 695 274 808 896 33,462 1980 4,411 3,272 20,611 3,561 2,809 3,373 2,615 3,324 444,506 U.S. Census data from Kent County Master Plan Update, 1986. and 1991 U.S. Census. Note: Township totals do not include population of incorporated areas. A&OAlgoma\89564.0I\algomamp\sb 24 % Change 1280-90 24.6 20.7 21.0 25.8 29.9 17.6 -.6 12.8 12.6 Absolute Change 1,085 678 4,335 918 839 595 -15 426 56,125 1990 5,496 3,950 24,946 4,479 3,648 3,968 2,600 3,750 500,631 . 11 -l �TABLE2 BUILDING PERMITS FOR SINGLE FAMILY HOMES (1980-1990) r- Year Number of Bldg Permits 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 39 29 25 28 40 38 50 49 53 66 .i5. 472 Total r Source: Algoma Township Records_ "- I r I r r A&C\Algoma\89564.01\algomamp\sb 25 �,,... I - TABLE3 AGE OF RESIDENTS 1980-1990 Year i % Under 20 Years %20-44 Years %45-64 Years % 65 years and over Median A~e 1990 34.3 38.7 20.3 6.7 31.8 1980 39.2 37.4 18.0 5.4 27.4 --------- Source: 1980 and 1990 U.S. Census Data 7 TABLE4 PER CAPITA INCOME 7 Place .... , • • • Algoma Twp. Courtland Twp. Plainfield Twp. Sparta Twp. Solon Twp. Cedar Springs City Rockford City Kent County State of Michigan 1979 Per Capita Income1 6,925 7,528 7,914 6,976 6,843 5,415 7,397 7,522 7,688 ------------ Source: 1 1980 U.S. Census 2 Estimates by U.S. Census Bureau A&C\Algcma\89564.0l\algomamp'8b 26 1987 Per Capita Income2 Percent Change 10,185 11,441 12,488 10,444 10,576 8,289 11,623 11,883 11,973 47.08 51.98 57.80 49.71 54.55 53.07 57.13 57.98 55.74 �r"'I Economic Characteristics I n A comparison of per capita income levels for 1979 and 1987 (Census Bureau estimates) shown in Table 4 for Algoma Township and surrounding communities including Kent County and the State of Michigan shows Algoma ranking above only Solon Township and Cedar Springs City in 1979, and predicted to rank only above Cedar Springs by 1987. experiencing the least amount of increase percentage-wise than any of the surrounding communities including the county and the state. · Households In 1980, there were 1,353 households in Algoma Township, an increase of 65.2% since 1970 according to U.S. Census date. Preliminary figures for 1990 show 1,801 households, an increase of 33 .1 % or 448 households since 1980. Household size in the Township decreased from 3.26 persons in 1980 to 3.05 persons in 1990. A household is defined as an occupied dwelling unit. i I f - - 'I A&OA!goma\89564.01\algomamp"b 27 �, - CHAPTER4 I COMMUNITY FACILITIES The Townships community facilities are those which provide tangible services to the residents. A well rounded set of services is necessary to meet the needs of a growing community like Algoma. The services provided are discussed below: I .... I I. r r T r Township Offices The Town Hall is located at 10531 Algoma Avenue at the site of the former Algoma school. The Township purchased the building from Sparta Public Schools in 1983, and began using the building for office space in 1984. Since that time many physical improvements have been made to the building which include meeting space and office space for all Township personnel, a kitchen, and space for the collection of the Algoma Township Historical Society. The Hall is also used as a voting location. The · Township offices are staffed on a full time basis by a combination of full-time and part-time personnel. Fire Services The Township utilizes a volunteer fire fighting staff as well as a part time Fire Chief compensated for his services. Fire fighting equipment is housed at two barns located at 782 Street and 10910 Edgerton Avenue. The Fonger Street location houses four trucks in four bays, Edgerton station also houses four trucks in three bays. Algoma Township does .not share fire with any surrounding communities, but does have a mutual aid agreement. who is Fonger and the service Public Safety ' 'I I General police protection is provided by the Kent County Sheriffs Department and the Michigan State Police out of the Rockford Post. Kent County maintains a substation in Kent City that has an eight to ten township jurisdiction with two to three sheriffs cars covering that area at any one time. Emergency medical .services are provided by Rockford Ambulance and Northwest Ambulance out of Sparta. Libraries Algoma Township financially supports the Krause Memorial Library located in the City of Rockford. Residents also use both the Cedar Springs Public and Sparta Township Libraries, but do not contribute monetarily to their support. All three libraries are members of the Lakeland Library Cooperative. A&OA!goma\1!9564,01\algomamp\sb 28 �I '""' .... Cemeteries I - The Township actively maintains the cemetery at 10516 Grange Avenue; another cemetery exists just within the Township boundaries on Northland Drive, but is no longer maintained. Parks and Recreation - Algoma Township maintains one park on Fonger Street adjacent to the fire barn, which was previously the site of Chalmers School. The park consisting of 5.3 acres includes picnic facilities and ball diamonds. Plans are to construct a picnic shelter on the site. Little League baseball utilizes the Fonger Street facilities. - An area used for both baseball and soccer exists on property adjacent to the Township Hall. This area may be improved for recreational use in the future. ( I. -r -•I r - Currently, grant money is also being sought to develop a park on 2.5 acres on the west side of Camp Lake. This park would include both picnic and recreational facilities primarily for use by the Camp Lake neighborhood. The Township also owns a ten foot wide access strip to Camp Lake located on the east side of the lake off Orchard Park Drive. The Michigan Department of Natural Resources maintain a public access site on the southern end of the lake. Also located within the Township is the Moose Lodge on the southwest side of Camp Lake. The lodge maintains a private nine-hole golf course on 54 acres. Iii" , -•I i • I While no state parks are located within Algoma Township, the Department of Natural Resources owns 437 acres of land, primarily adjacent to the Rogue River. Of this amount over 200 acres are open to the public for hunting. Most of this property falls under the administration of the Rogue River State Game area. Other recreational facilities located outside of the Algoma Township boundaries include Long Lake Park located just beyond the northwest corner of the Township. This 231 acre park maintained by Kent County includes a ballfield, playground equipment, picnic areas with shelter, swimming, boating and fishing. The Michigan Department of Natural Resources also maintains a public access site on Lime Lake which is primarily within Solon Township and partially within Section 5 of Algoma Township . The 5,587 acre Rogue River State Game area is located nearby in Tyrone and Solon Townships. This game area includes the Howard Christiansen Nature Cen!er as well as hunting and passive recreation opportunities. Township residents also take advantage of recreational facilities and programming in the neighboring communities of Rockford, Cedar Springs and Sparta. 1 1 I ~ A&OA!goma\89564.01\algomarnp~b 29 �Historical Sites r - ... . The Township has an active Historical Society which displays its collection in the Township Hall. Several sites have been discussed for possible future preservation or restoration. One site is the old stone trestle over the former Pere Marquette Railroad, located on Summit Avenue north of 13 Mile Road. This trestle is constructed of field stone obtained from nearby fields. Another site is that of the old Cain Mill located on Cedar Creek on the southwest comer of 14 Mile Road and Algoma Avenue, where lumber was milled as late as the 1930's. Three former schools are of historical significance to the Township. One is the site of the former Chalmers school on the southwest corner of Fonger Street and Pine Island Drive. While the Township currently uses the building as a fire barn, the historical society has expressed interest in the site should fire fighting facilities be relocated. Another former one-room school house, the Birch Town School, is located on Indian Lakes Road east of White Creek Road and has been converted to a residence. The Foxhill School located on the southeast comer of Algoma Avenue and Indian Lakes Road has been converted for use by the Maranatha Community Church. Centennial Farms in the Township include the Powell farm located at 10519 Algoma Avenue and the Don Gray farm located at 11332 Grange Avenue. Educational Facilities Three school districts serve students in Algoma Township. Sparta Public Schools serve most of the western half of the Township, Cedar Springs Public Schools serve students in the northeast portion, and Rockford Public Schools serves the southeastern and extreme southwestern parts of the Township. No public educational facilities actually exist in the Township, aside from 93 acres of school forest land belonging to the Rockford district. The Algoma Christian School maintains facilities at 2100 13 Mile Road, where students in grades 7-12 attend. The property is currently for sale, and plans are to construct additional facilities in the Kent City area where elementary-aged students are currently served. Solid Waste Disposal Private haulers in Algoma Township utilize the South Kent Landfill located west of U.S. 131 off 100th Street in Byron Township. This facility has a programmed life expectancy of at least ten years; length of service will be influenced by Kent County's recently constructed solid waste incinerator, and by recycling efforts currently underway by the County. Drop-off points near Algoma Township for recyclable materials are located at the D&W Food Center on 10 Mile Road in Rockford, at Great Day Foods on 17 Mile Road in Cedar Springs, and at the Big Wheel store on Applewood Road in Sparta. Kent Disposal operates a waste transfer station located at 10251 Northland Drive in Algoma Township. A&C\Algoma\89564.01\algomamp~b 30 �- ,.._ Roads and Transportation r l ,r- The street system forms the most basic framework for growth and development of a community. By providing a means for internal and external circulation, it serves the community by helping shape the intensity of land use. Thus, this costly and long-lasting element becomes one of the most dynamic forces of the community. · ,- The street system serving Algoma Township, (illustrated on Map 5), can be classified as·follows: Controlled Access Arterials - These facilities perform little or no land service function but instead are devoted entirely to the task of traffic movement by providing for large volumes of traffic at relatively high speeds. These are characterized by limited access, multi-lane; divided highways. In Algoma Township, the U.S. 131 Expressway functions as a controlled access arterial. :: Major Rural Arterials ( county primary) - This class of streets serves major movements of traffic within or through the area. Mainly designed to move traffic, the secondary function is to provide access service. This class of street typically interconnects major state arterial highways. According to the Kent County Road Commission official Highway Map, major arterials in the Township include Pine Island Drive, Algoma Avenue, a portion of Edgerton Avenue, Northland Drive, the portion of 14 Mile Road between Algoma Avenue and Edgerton Avenue, 13 Mile Road an~ 10 Mile Road. A portion of 13 Mile Road is also classified as an inter-county road, as is a one mile segment of Edgerton Avenue. A one mile stretch of 14 Mile Road between U.S. 131 and Northland Drive is classified as State Route M-57. Within Algoma Township there are approximately 33 miles of major rural arterials. Collector Streets (county local) - These streets provide internal traffic movement within specific areas and connect those areas with the major arterial system. Generally, they are not continuous for great length. The rural collector street is intended to supply abutting property with the same degree of access as a local street, while at the same time carrying the "collected" traffic of local streets. Traffic control devices may be installed to protect and facilitate movement of traffic; however, these devices would not be as elaborate as those on arterial streets. In rural areas like Algoma Township, rural collectors typically represent the highest percentage of street miles. Within Algoma there are currently 41 miles of paved collector streets and 16.5 miles of gravel collectors. Local Feeder Streets - The sole function of these streets is to provide access to immediately adjacent property. In developed areas, they may make up the major percentage of the streets of the community, but carry a small proportion of the vehicle-miles of travel. In Algoma Township, these streets include those within platted subdivisions such as those throughout the Camp Lake neighborhood. Private Road - There are 83 private roads within Algoma Township. These roads, maintained by the landowners who utilize them, serve varying numbers of lots and homes. Private roads in the Township are regulated by the Township's Private Road Ordinance. A&OAlgoma\89564.01\algomamp\sb 31 �' \ r ,..... t. - - - Natural Beauty Road - Two natural beauty roads have been designated in Algoma Township. They are Friske Drive located in Section 22 and Elstner Avenue located primarily between Sections 34 and 35. Under Act 150 of 1970, the native vegetation along these roads is protected from destruction or substantial damage by cutting, salting, and other means. The Kent County Road Commission is responsible for the maintenance and improvement of all county primary and county local roads in the Township. Improvements to county roads are determined by Road Commission officials in conjunction with Township officials in January of each year. The County pays 100% of the cost of improvements to county primary roads, while the Township shares approximately one half of the cost of local road improvements. According to Kent County Road Commission officials, no major improvements to existing roads are scheduled for the next five years. The Michigan Department of Transportation (MDOT) is responsible for major repairs and improvements to U.S. 131, and contracts with The Kent County Road Commission for routine repairs. A bridge is currently being constructed over the Rogue River to join Grange Avenue with Jewell Avenue in Section 33. The cost for this project is being covered by the State of Michigan Critical Bridges Program. Traffic counts obtained from the Kent County Road Commission are shown in Table 5. Counts shown are for 24 hours for the direction indicated; 24-hour rated capacity for each location is also given. The 24-hour capacity for Northland Drive exceeds those of other county primary roads due to wider lanes, paved shoulders, and turn lanes at some intersections. Where 1990 counts are lacking, estimates were made allowing a 3% increase in number of vehicles per year for paved arterials. Accident information for the Township was obtained from the Michigan Accident Location Index compiled by the Michigan State Police. Of the 328 accidents that occurred in 1989, 93 of those occurred on either North- or Southbound U.S. 131. The streets having the next highest incidence of accidents are Algoma Avenue and 13 Mile Road reporting 37 and 34 accidents respectively in 1989. Northland Drive totaled 31 accidents for that period. Other streets showing a high incidence of accidents were 14 Mile Road, Pine Island Drive and 10 Mile Road. The three traffic fatalities recorded in the Township in 1989 occurred on Algoma Avenue, 14 Mile Road and 10 Mile Road. A&C\Algoma\89564.01\algomamp\\b 32 �J ) J J ] ) ) J ) J ) } ~ 0 II ROUN LN<E .,, I ,----- 0 II #- LN<E ~~ \ 1 / I , -~ J ~t"°tA-WON J "" ,~ I (( ~ (SOLON lWP.) I 0 a:: ~ 0 ~ i!: a:: fil{ I'// w,oj I ) , ~ 116 / J j MILE RD . z ---r---, 0 - - - - -,j- - _cQ.tfilll4ERS.. ell'MER.... ---------~~e:..._ z ~, 0 0. ll 5 4 I ~ \I I ___ l _ Vl l 21 . J" 1•NOIAN LAKES RO. Ill z 2 Ill ---- __r___,_ __ - - - - - - - £ l 9 8 I II I / I 15 12 MILE RO I RUSSELL ST fia I I I BROMAN ST. I »u I J\ I I I 17 ~ I g I ............ Cl. '81GH ~ I I I 1 I I I ~ a::: <( a.. (f) "--/ I I 13 MIL£ RD ~ I LN<E I I I I I I I ::> w '-' I I I I ' 0 . I ?Al (_) "--/ 12 Mil£ RD I /..<.-4>' /)/'JI I 26 I jJ --ifi--l. .,~ ~ 0 "' I r ~ 15 z I JJ ,, I/ ~ (PLAIN Fl ELD lWP.) ~ 0 • J. II/ - V1 a 10 MILE RO. ~ ~ I ., i i ALGOMA TOWNSHIP KENT COUNTY, MICtlGAN MAP 5 ROAD CLASSIFICATION SYSTEM ~ ~ LEGEND: =- J I- a::: ~ ' '( I z ----+--2 0 J :s I I 20 I 0 I 1 )I RECTOR ............ 0... 0 ® CONTROLLED ACCESS ARTERIAL STATE ROUTE MAJOR RURAL ARTERIALS (COUNlY PRIMARY ROADS) COLLECTOR STREETS (COUNTY LOCAL ROADS) ----- NATURAL BEAUTY ROADS .. ...,...,......_,_,.. THI _......,..,. .......... -........ .....-..w .............. �:~ .,;..~ TABLES ALGOMA TOWNSHIP 24-Hour Traffic Counts and Capacity at Selected Locations by Year 24-Hour 1990 Rated Capacity 1 11,614 11,157 14,000 12,114 14,225 14,000 8,686 7,491 14,000 N-S 8,569 7,893 14,000 5. 14 Mile - West of Northland Drive E-W 9,363 10,231 6. lOMile- EastofU.S. 131 E-W 13,140 8,000 7. 10 Mile - West of U.S. 131 E-W 6,531 8,000 8. Wolven Avenue - North of 10 Mile N-S 7090 * 8,000 9. Algoma Avenue - North of 10 Mile N-S 5,793 8,000 10. Algoma Avenue - North of 13 Mile N-S 2,535 2,689 • 8,000 11 Algoma Avenue - South of 13 Mile N-S 2,646 2,807 * 8,000 12. Pine Island- North of 13 Mile N-S 1,739 1,845 * 8,000 13. Pine Island - South of 13 Mile N-S 1,635 1,735 * 8,000 14. 13 Mile - East of Pine Island E-W 3,615 3,835 * 8,000 15. 13 Mile - West of Pine Island E-W 4,445 4,716 * 8,000 Location Direction 1986 1. Northland Dr. - North of 12 Mile N-S 10,532 2. Northland Dr.- South of 12 Mile N-S 3. Northland Dr. - North of 14 Mile N-S 4. Northland Dr. - South of 14 Mile Source: 1987 1989 6,883 Kent County Road Commission, Michigan Dept of Transportation 1 Capacity is given in vehicles per 24 hours • 1990 Estimates by WWES based upon 3% increase in number of vehicles per year per 24-Hour count. A&OAJgoma\89564.01\algomamp\sb 1988 34 * 10-12,000 �CHAPTERS EXISTING LAND USE ANALYSIS This chapter describes the existing land uses in the Township and analyzes changes that have occurred since the completion of the 1968 Master Plan. This evaluation is a necessary tool in assessing the character of a community, identifying problems and opportunities, and will be useful when developing goals and objectives to guide future development. i Several events have had a major impact on land use in the Township since 1968. Probably the most significant event was the completion of the U.S. 131 Expressway ;n 1969 with interchanges at both 10 Mile and 14 Mile Roads, making the Township highly accessible to and from the Grand Rapids Metropolitan Area. Another event was the passage of the Natural River Act of 1970, and the consequent designation of the Rogue River as a Natural River. The Act authorizes local units of government to regulate land use along designated rivers in order to preserve the natural amenities provided by river environments. The Algoma Township Zoning Ordinance designates a Natural River District 300 feet on either side of the Rogue River, and a Conservation and Agricultural District located in the southwest corner of the Township. Other important events include the construction of sanitary sewer around the Camp Lake area in 1985 and the rapid proliferation of private roads with subsequent residential development throughout the Township. Existing land uses are identified on Map 6. This map was completed in June of 1991 using plat maps, field inspections, and through conversations with Township officials. Structures under construction at the time of the land use survey were classified as existing land uses. f r r f r Table 6 shows the current land use breakdown in acres by category. Generally, the land developed for commercial and industrial uses is concentrated along Northland drive and along 14 Mile road (M-57) east of the U.S. 131 expressway. Residential development has occurred primarily in the southern and central portions of the Township, and in the Camp Lake area. The existing land uses in the Township have been classified into a number of categories which are described as follows: AGRICULTURE This category includes those lands used for cropland, orchard, or pasture at the time of the land use survey. Agricultural and Open Land accounts for approximately 10,993 acres; the number of those acres actually devoted to active agriculture is estimated to be 3,800 acres in 1991. Agricultural uses have declined appreciably in the Township since 1968, and these uses are expected to continue to decrease as small scale farming becomes increasingly less profitable, and as the Township continues to be an attractive area for residential development. r A&C\Algoma\89564.0 l'algomamp\sb 35 �A number of parcels of land in the Township are enrolled in Public Act 116 of 1974, the Fannland and Open Space Preservation Act, with a total 2,116 acres or 9.6% of the total land in the Township enrolled. Under this Act, farmers or owners of large tracts of open space forego the development rights to their land and continue to farm it or maintain it as open space for a minimum enrollment period of ten years in exchange for tax benefits. Map 7 illustrates those areas of the Township enrolled in P.A. 116, as well as dates when the current agreement on each parcel or group of parcels is due to expire. Most of the parcels enrolled in the Act are located in the central and northwest area of the Township. TABLE 6 EXISTING LAND USE, 1991 Approximate Acreages .... r f r ~ % Total 10,993 49.7 7,675 34.8 Commercial/Office 157 .7 Industrial 141 .7 Public/Semi-Public2 453 2.0 Roads and Railway 1184 5.4 252 1.1 1,225 --2,Q Land Use Agriculture and Open Land Residential 1 Lakes3 100 Year Flood Plain4 Total 22,080 acres 100% i ,. 1 2 3 4 Assumes 5 acre average lot size per housing unit with separate calculations for Camp Lake area and Algoma Estates Mobile Home Parle. Includes Consumers Power Acreage and Rockford School Forests. 1978 Michigan Resource Infonnation System Figure. 1982 Flood Hazard Study of The Rogue River A&Cv\lgoma\Jl9564.0I\ugomamp\sb 36 �RESIDENTIAL This category includes detached single family houses, duplexes, and mobile homes. In the future, this category could also include multi-family dwellings and condominium units (condominiums may be constructed either as multi-family units or single family detached homes, both owner occupied.) One mobile home park, Algoma Estates, exists in the Township, and is located on the south side of 13 Mile road, about one half mile west of Northland Drive. It currently has 200 units and a clubhouse on 70 acres. The single family detached house comprises the majority of the 7,675 acres used for residential purposes in the Township. When determining residential land acreage in the Township, a five acre average lot size per housing unit was used, based on the rationale that most homes throughout the township are placed on parcels with a minimum of 42, 000 square feet Gust under an acre) of lot area required and many homes occur on lots much larger in size. It is probable that homes on larger parcels, for example 10 or 20 acres, will likely remain in residential usage, but parcels greater than 20 acres may conceivably be used in part for agricultural purposes. Acreage figures for the Camp Lake area (140 acres) were calculated separately, as was the acreage for Algoma Estates mobile home park (70 acres) and these amounts are included in the 7,675 total acres ofresidential land use. Most of the Township is zoned Rural Agricultural, a district intended primarily for farming practices and single family dwellings. Minimum lot size in this district is 42,000 square feet for a single family home. These lots are generally located along paved and unpaved section line roads, and many of them tend to be long and narrow. This type of land division results in lots which are often unused or underused in the rear section, and hinder the development of future platted subdivisions by making road extensions and land assemblage difficult Smaller areas of the Township are zoned as either Rural Residential or Suburban Residential, which restrict certain agricultural practices. Minimum lot size in the Rural Residential District is 42,000 square feet for a single family dwelling. Homes in these areas occur in platted subdivisions or on lots one acre or larger in size. The Suburban Residential District, located adjacent to the western limits of the City of Rockford, is an area intended for the expansion of residential development where public sewer and/or water are available. Currently, no utilities extend into this area. Minimum lot size in the district is 35,000 square feet without utilities, however most lots in this area are currently an acre or greater in size. Algoma Township provides for a Lake Residential District in its zoning ordinance. These areas occur around Camp Lake, Indian Lakes and High Lake. In the Camp Lake area, older plats on both the east and west side of the lake were designed with small 50 foot wide lots that have resulted in a dense clustering of homes. Other more recent plats around the lake contain larger lots. The Camp Lake area is presently served by The Village of Sparta wastewater treatment facility. A&C\Algoma\89564.01\algomamp\sb 37 �. ., According to the Algoma Township Zoning Ordinance, residential lots in the Lake Residential District are required to have a minimum area of 20,000 square feet when served by public sewer, and 42,000 square feet where not served by public sewer. Most of the development around Indian Lakes and High Lake, where public sewer is not available, consists of residential lots of at least one acre in size; however, several lots exist which are less than the required 42,000 square feet. V While the Algoma Township Zoning Ordinance allows for a Low Density Multi-Family Residential District, no areas of the Township are currently zoned for that use. GENERAL BUSINESS This category includes those uses which provide retail goods and services and office uses. The 1968 Master Plan reported 22 business and office structures in The Township. The present land use survey records 37 commercial and office structures, several of which contain more than one commercial or office use. The majority of these uses are concentrated along Northland Drive and on both sides of 14 Mile road (M-57) east of U.S. 131. Another area of commercial uses, including operations of a light industrial nature, has developed on Algoma Avenue just north of Ten Mile Road near the U.S. 131 Interchange. Other scattered commercial uses exist throughout the Township. Along Northland Drive, land is zoned for General Business uses to a depth of 600 feet between 16 Mile Road to just south of 14 Mile Road and to a depth of 300 feet from just south of 12 Mile Road to north of 13 Mile Road. Both sides of 14 Mile Road between Northland Drive to just west of the expressway interchange is zoned for General Business to depths of 500 and 600 feet, and to 800 feet west of U.S. 131 on the north side of 14 Mile. The result is approximately 425 acres of land available for commercial uses in a strip-development pattern. Concerns to be addressed along these segments of roadway should include the construction of access drives, the number and placement of curb cuts, size and location of signs, and landscape requirements for existing and future commercial establishments. Other areas zoned for General Business include the area surrounding the Algoma Estates mobile home park (mobile home parks are allowed only in the B-2 zoning district), the area north of Ten Mile Road near the U.S. 131 interchange, small areas at the intersection of Fonger Street and Pine Island Drive, and a small area on Division Avenue near Camp Lake. Along Northland Drive, commercial and industrial uses are mixed with residential uses. In addition, both commercial and residential uses are found along the eastern side of Northland Drive in neighboring Courtland Township. Significantly less property fronting on Northland Drive is zoned for commercial uses in Courtland Township, especially between 14 Mile Road and 16 Mile Roads. Decisions concerning the uses along Northland Drive in either Township will impact the neighboring Township and efforts to coordinate policy concerning the future of Northland Drive will be beneficial to both communities. A&C\Algoma\89564.01\algomamp\§b 38 �Likewise, the properties immediately south of Ten Mile Road near the U.S. 131 interchange in neighboring Plainfield Township are zoned for general business development, and efforts should be made to coordinate uses in these areas with Plainfield Township. INDUSTRIAL i This category includes such uses as manufacturing, warehousing, and processing of goods and materials as well as the outdoor storage of goods and materials. Industrial uses in Algoma Township have increased from 13 structures reported in the 1968 Plan to 26 industrial uses existing at the time of the present land use survey. This accounts for .7% or 162 acres of the total land area in the Township. Industrial uses tend to be concentrated along Northland Drive between 12 and 13 Mile Roads and range from light manufacturing to tool and die and wood milling operations. Another smaller concentration of industrial uses occurs in the General Business District on Algoma A venue just north of Ten Mile Road. Operations here include manufacturing and a construction business. Other uses throughout "the Township include the Kent County Road Commission maintenance facility just east of the expressway interchange at 14 Mile Road, and several auto body repair shops. Extractive operations such as sand, gravel, and oil or gas removal may also be considered industrial in nature. Active extractive operations are located north of 12 Mile Road in Sections 23 and 24. Areas zoned for industrial uses in the Township are found primarily between the Michigan Northern Railroad and Northland Drive, south of 13 Mile Road; just north of 12 Mile Road, 57 acres are zoned for light industrial uses only. Another industrial zone exists northeast of the expressway interchange at 14 Mile Road and includes the Kent County Road Commission facility. Together these areas total approximately 336 acres zoned for either industrial or light industrial uses. To the south of the concentration of properties zoned for industrial purposes along Northland Drive lies the Rockford Industrial Park which is serviced by both public water and sewer. Industrial development in this area within the Township may depend upon the extension of water and wastewater treatment services from the City of Rockford into the Township. In neighboring Courtland Township, no industrial zoning or uses exist fronting Northland Drive. As in the case with commercial land uses, efforts to coordinate industrial development with adjacent communities will be beneficial to all. PUBLIC/SEMI-PUBLIC This category includes those areas and facilities such as schools, cemetaries, the Town Hall, fire barns, parks, State access sites and golf courses which are available for use by the general public. Semi-public uses are those used by a limited number of people with specific interests which are generally non-profit in nature such as churches, non-public schools, private golf courses and medical or instructional facilities. The Existing Land Use Map identifies the public/semi-public uses by name and symbol. A&o.Algoma\%9564.0 l\tlgomamp\sb 39 �Approximately 453 acres of public/semi-public uses exist in the township, comprising 2.0% of the total land use. This figure includes 93 acres of school forest land owned by Rockford Public · Schools and 219 acres of Consumers Power Company right-of-way, easement, or transfer station property. While land devoted to public utilities is not available for public use in the general sense, it cannot be considered as land contributing to the industrial tax base nor as land available for development. It is, in essence, land set aside for the public good. For the same reasons, 21 acres of land used for the Kent County Road Commission facility has been included in acreage totals for public/semi-public use. Another category of land designated as public is that owned by the State of Michigan Department of Natural Resources. The DNR owned property (473 acres) is not included in acreage totals for public/semi-public lands in Table 6. Rather, most of the DNR owned lands are river front properties that are also either partially or wholly within the 100-year flood plain. As indicated on Table 6, flood plains account for approximately 1225 acres in the Township. ROAD .AND RAILWAY Public roads comprise about 1127 acres of land within the Township, with U.S. 131 contributing 394 of those acres. r r The former Michigan Northern Railroad, which runs for 5.7 miles in a north-south direction through the eastern side of the Township, accounts for 57 acres of land previously designated for rail transportation purposes. The railroad no longer carries train traffic, and has been purchased by the Michigan Department of Transportation (MOOT). MOOT will remove the railway between Cadillac and Grand Rapids (including that section in Algoma Township) during the summer of 1991. Currently, the Michigan Department of Natural Resources is negotiating with MOOT to acquire the railroad right-of-way for inclusion in the Michigan Rails-to-Trails recreational train system. When acquired and improved, the trail, which may be a paved or nonpaved surface, will be maintained by local jurisdictions such as Algoma Township. Preliminary plans are for that section of the trail in Kent County to restrict usage of the trail to non-motorized pursuits such as hiking, biking, and horseback riding. A&O.Algoma\89564.0 l\algomamp~b 40 �et:: w 0 0 (SOLON TWP.) z ::s 0 ~ et:: w VJ 1~.~ - - - =,,,,~.= = • : . ' 4a. ~ i~II ', - MARANATHA COM M. CHURCH • t- -I " w w c@su= E'DWEIL. - -=- - - •I f "" > - •1/'. ~ • • ~ . f tT 2: ' _}/ I !,LJJ w >· <( I 1· •_. MILE RD. •1 1/ (\~f /Nf1lt.N -~.!':~S ~8. VJ z '<'. VJ - - - - ')\. .i. I'7 /. . - - -· ---l 1....!.. I• ~ ..· , I I • .I ~ MILE D ., 12. 9 8 I· · r:--· . I I • 1 I • I . • O • •• u. ..0 ... 15 ·, -17 . 18,,/1 // 9 WALLACE _LAKE . . .. I• • j I lI I I I l I• .J i v, !i ' ·. . . . . . · I Jo • \ f- : i 11 H.£~ · i~ 71 ~j _11II19 <( l- a: \ <( I ,,. , I o__ , BAPTIST C~URCH ! __L..l.L R~c1oor ·r. I • • • (f) •, 'f' 20 · _ALGOMA ALGOM rw.P• ·sc:HaoL ~l'>.4.-TFRY • CEMETERY : ALGOMA YOUTH • CENTER . '· • ,. • • I/ / . • 1 . · · _/' ,NR c /'"'-.. ,,.--..._ I I• o__ ~z I / / /~ w 5 , : 1: : \ ll '\~~ I - l- 8. o > _J - z 0 :s 3: 1• ~ 2~ 21 w . - I \ ---+--; I I I ~ f- a: Cl'.'. 0 > <( ,. '-....../ j __ ____ ALGOMA \ ...) • • J. • • A·, r.mA A CHRISTIA 1- • ROCKFORD SPORTSMANS CLUB D I I I • \ ' I : _,,,; _ .. I • o__ 5 O 14 ') I I • I I ( \\ I I I ---""i II II 1 ,I ;:' • /• t 0 (( ,,.--..._ - <; v r- u RUSSELL ST • • ~ ..,-~ 1 O MARANATHA-- COMM. CHURCH • • ---- • •• ·o ~ I ·,I . . . . l • 0 /1 C> -1 I BRO MAN ST. RD => w 0 (.'.) u z -(! -- MEEK _ -t--rt- LAKr • - w· -- - - - <t -:I -- - 0::: (.'.) 1 I I I' . .. . I. . . .~· .!·.. II~ 1 r /Jf If 1" . . , .r I .. i t / 1 '., ,' • i. } <::, ©,b I .1~ . i ... .•:. I 12 '-....../ MIL E RD I I I I '1 ,f.,Q;~ '-0<-v oc; 0 °FONGER ST FONGER ·' .~ --- 29 . . D I / J 0 (:t: I• I I ., I 11 MILE RD. <;1 ~ I •I L /7 27 I I / I , • •: 11 . •• > <( J•I I R MILE RD w c:t:: w z ,- I ~ (/) ., ,.._, _J . 0 33 I .----. 'i • • : I ( I ~I )~ I I I 1} I I I ~\;';7)~~1 · > ~ l ~ 0 0 ::s z ~ /,~7T7 (PLAINFIELD TWP.) ~ ci ~ .., 10 MILE RD. \ w ~ z w > _J <( ::;: 0 (.'.) 0 _J 3: <( (/) w z 0:: ALGOMA TOWNSHIP KENT COUNTY, MICHIGAN i!, ~ MAP 6 "- EXISTING LAND USE .JJNE, 1991 LEGE ND: t.r -~ -=:l ~711 Sc.AU IM rUT :r • SINGLE FAMILY HOUSE @ GROUPS OF SINGLE FAMILY HOUSES IMHPI • • • ,_ Of"l<ll'\otl MOBILE HOME PARK COMMERCIAL / OFFICE INDUSTRIAL PUBLIC / 1' CHURCH .r. :::.., 1 SEMI-PUBLIC USE -~,.:..CTiVE RESOURCE . ---------- ------- PRIVATE ROAD 00000000 COUNTY DRAINS WW l!nglneerln1 a Scleno•""-'\1..1-, CoY9fflmentol SttN!ce. D1-,,efon BS ._... ... ,__,,. !£ • 0-.. ~ \YD 1111 ...,_ • (1\1) Ha- MOO �,_. - . ___- ,.... ) , J ,.. ~J J I J ) J ) ~ (SOLON lWP.) 1! ... l .1 ,} ,I ~,( _J J 0 "' ~ II ~( ~ / ~116 MILE RO. z 0 - - - - -1,i- - ~- _\l,.,n.,.,' 1t' 11 ,,,; ;rr ) I5 ~ Q t ! ~ gQ-.:f;R_ 'I~ 1 I 4 1 ~1 WV~ • 2 '"' I II I 1 Yo-d I'"''"'"'"' z"' ~ _____ ,_____ I " ( I ~ I>-' I I - 15 Mil£ RO 12 RUSSELL ---t---''-fr-::n:----------1-- ,~ 0 BROt.WI ST. [~ II~ 11\Q JJ8 -~ 15 ST 14 .......... 13 Mil£ RO a.. ~ 181GH "' I I I 1 I I I ~ a:: <( a.. (/) '--' a.. ~ LAKE 1 )I ,,.--... 0 z RECTOR ST. ::i I- 24 20 a:: ::> 0 (.) '--' 12 Mil£ RO lJ 10 Mil£ RO. ~I ,;' I z 0 ~ ~\ i / )'--'~ I ~ ~ ii! ...~ 0 ..,z~ 0 I I,.-r-hn (PLAINFIELD lWP .) ~ i ~ 0 JO ii: ALGOMA TOWNSHIP KENT COUNTY, MICtlGAN + ~ :- MAP 7 P.A. 116 PARCELS AND DATES OF EXPIRATION FARMLAND AND OPEN SPACE PRESERVATION ~ : PA 118 PARCEL DATE TO WHICH PARCEL IS ENROUED IN PA 118 PROGRAM ~. ___.._ .............. _,_, ....,,...,... - ..... • - . ••- ... • - • - - - - I l �CHAPTER 6 PLANNING ANALYSIS This section of the Plan analyzes population, traffic volume projections, existing land use mix, growth trends and community characteristics in order to determine future land use needs for Algoma Township. Through this process, the Township Board and Planning Commission will have a basic guideline to follow in determining how much land is needed to accommodate future needs. POPULATION PROJECTIONS When making population projections, assumptions are based on a combination of historical trends and judgements made with a knowledge of the local area. Projections are only refined estimates of future conditions and it is impossible to precisely forecast the end result of the actions of individual and public decisions. While recognizing the uncertainties in forec~ting future population growth, it is reasonable to assume that the forces at work in the past will continue into the future. Table 7 illustrates population projections for the years 1995, 2000, and 2010 using four different methods to calculate future populations. An explanation of each of the four methods used is also described in this table. For purposes of this Plan, Alternative D has been selected as it represents an average of three different methods of projecting population and integrates historical growth data. Based on this alternative, the Township could be expected to experience an increase of 828 people by 1995, 1,637 people by the year 2000, and 3,725 by the year 2010. Assuming an average of 3.05 persons per household, 1,221 new dwelling units will be needed by the year 2010 to accommodate the projected population. RESIDENTIAL LAND USE NEEDS In Algoma Township, the average lot size for a residence has been estimated to be five (5) acres, which takes into account lots both within and · outside of plats. The average lot size in the Township is expected to decrease within the planning period for the following reasons: 1. Increasing land costs will result in smaller parcels being purchased for single family detached houses. 2. The extension of sanitary sewer from surrounding communities may encourage more plat development which uses less land per lot. (However, it is not anticipated that a significant number of these plats will be developed within the planning period, and those that do develop could possibly be annexed by surrounding communities.) 3. The advent of site condominium development will minimize the need to create parcels in excess of ten (10) acres to circumvent the Township and State of Michigan's land subdivision regulations. Also, the Subdivision Control Act of 1967, which regulates the size and timing of land divisions, will likely be amended within this planning period. A&C\Algoma\J!9564.0l\il.gomamp~b 43 �4. As the price of both land and single family homes increases, the demand for multi-family residential units (apartments or condominiums) will also increase resulting in more dwelling units per acre, thereby decreasing the average lot size in the Township. Average lot size in the Township can be expected to decrease to within a range of 1.5 to 3.0 acres including road rights-of-way within residential developments. Therefore, the amount of land needed to accommodate the projected number of new dwelling units in 2010 has been calculated as follows: 1,221 dwelling units x 1.5 acres/dwelling unit 1,221 dwelling units x 3.0 acres/dwelling unit = = 1,831 Acres 3,663 Acres Thus, approximately 1,831 to 3,663 acres ofland will be needed to accommodate the projected population of 9,221 people by the year 2010. While current residential land use acreage stands at 7,675 acres, the needs for 2010 will represent an increase in lands used for residential purposes within a range of 24 to 47 percent. The existing land use inventory shows a total of 10,993 acres of agricultural, -vacant or undeveloped land in the Township. It would appear that, based strictly on acreage, there is sufficient land in the Township for the projected residential needs. In addition, larger parcels of ten to twenty acres in size, which are currently being used solely for one dwelling unit, may be split to absorb some of the future residential growth. Consideration must also be given, however, to the suitability of vacant areas to residential land use. Suitable soils, topography, wetlands, street type, traffic volumes, adjacent land uses and availability of public utilities will affect the feasibility of future residential land uses. TABLE 7 ALGOMA TOWNSHIP Population Projections 1990 1995 2000 2010 Census Estimate Estimate Estimate Alternative A 5,496 6,221 6,947 8,399 Alternative B 5,496 6,096 6,696 7,896 Alternative C 5,496 6,655 7,756 11,370 Alternative D 5,496 6,324 7,133 9,221 Alternative II A 11 assumes an average of 47 new dwelling units constructed per year over the past 20 years with an average of 3.09 persons per household. Alternative "B" assumes yearly growth of 120 persons (based on the 1970-1990 average annual growth projected mathematically). .,.. Alternative II C 11 assumes increased in-migration to sustain the 1970-1990 growth rate of 3. 9% per year (geometric progression). Alternative 11 D 11 is the average of projections 'A', 'B', and 'C'. A&C\Algoma\J!9564.0I\algomarnp~b 44 �,.. OTHER LAND USE NEEDS Commercial. 1 ,,. 'I r Commercial retail and service areas are described as being neighborhood, community, or regional shopping centers. A neighborhood shopping center provides for the sale of convenience goods (foods, drugs, and sundries) and personal services (laundry, dry cleaning, banking, barbering, repair and professional services, etc.) for the day to day living needs of the adjacent surrounding area. Such a center usually includes one super market. In Algoma Township, the nearby communities of Rockford, Cedar Springs, and Sparta function as neighborhood shopping centers. In addition, convenience stores are located near Camp Lake, on Algoma Avenue just north of Ten Mile Road, and on Northland Drive. The trade area for these types of commercial uses is generally within a three mile radius or five to six minutes of driving time, which would place all Algoma Township residents within the trade area of at least one neighborhood shopping opportunity, although not all of these shopping opportunities offer the same variety of items and choices. Also, since 5 - 8,000 people are generally considered the minimum number needed to support a neighborhood shopping center, the existing population in the Township is sufficient to sustain the existing uses. As the Township continues to grow, the demand for shopping opportunities will increase. By the year 2010, the local population has been estimated to be 9,221 people. Additional retail and service businesses will be needed to serve these additional residents, and market forces will likely determine the types of uses necessary. It is expected that the communities of Rockford, Cedar Springs and Sparta will continue to provide a portion of the neighborhood and convenience shopping opportunities for Algoma Township residents. In addition, Algoma Township citizens indicated, during the public workshops, a desire for neighborhood commercial opportunities near high density residential development. Currently, residents within the Township are able to shop, to some extent, for non-convenience goods such as apparel, furniture, appliances, and hardware items in the communities of Rockford, Cedar Springs and Sparta, and to a greater extent in the Grand Rapids Metro area, particularly along the Plainfield Avenue Corridor in nearby Plainfield Township. The Northland Drive Corridor, also located in Plainfield Township, provides additional community shopping opportunities. A community shopping center usually includes a supermarket, small department store, and other speciality shops and normally trades to a population of between 40,000 and 50,000 people within a 15 to 20 minutes driving time. While it is beyond the scope of this study to determine if stores offering such goods would be economically feasible within the Township, it is unlikely that populations projected for the planning period will be sufficient to sustain additional community shopping opportunities, especially in light of the numerous community shopping areas already in existence within the trade area of the Township. The Township presently has approximately 157 acres being actively used for commercial or office purposes, and a total of 556 acres zoned for either Neighborhood or General Business. Of A&O.Algoma\89564.0I'algomamp~b 45 �• that 556 acres, approximately 70 acres are utilized by the Algoma Estates mobile home park. Thus, subtracting the acreage already in use for commercial purposes (157 acres) and the acreage utilized by Algoma Estates (70 acres) from 556 acres, the result is approximately 329 acres zoned for commercial development that are not currently used for commercial purposes. Presently, the Township maintains a ratio of 28.6 acres of commercial land use per every 1,000 people. By the year 2010, an increase of 3,725 people is expected. If current ratios are maintained, an additional 106 acres of land would be actively used for commercial or business purposes within the scope of the planning period. It appears that Algoma Township has more than sufficient lands already zoned for commercial uses to supply that need, especially when considering the availability of shopping opportunities in neighboring communities. Industrial ' - . , Algoma Township currently has approximately 141 acres (excluding the Kent County Road Commission facility) or .7% of the total land in the Township in use for industrial purposes. Currently, approximately 315 acres are zoned for industrial and light industrial uses (again, excluding the County facility), leaving 174 acres available for industrial development. The majority of industrial zoned lands are located east of the former Michigan Northern Railroad, between 13 Mile Road and the northern limits of the City of Rockford, and east of the U.S. 131 interchange at 14 Mile Road and south of Russell Street. The present ratio of active industrial acres of land per 1,000 population in the Township is approximately 25.75 acres; assuming this ratio holds constant, there will be a demand for an additional 96_acres of land for industrial purposes over the next 20 years (an average of approximately 5.0 acres per year). Based upon this ratio, it appears that Algoma Township has more than sufficient lands available for industrial purposes. Industrial land use needs are probably the most difficult to predict of all land use needs. Industry often draws upon a regional labor pool, whose occupational skills and educational levels are important in attracting and retaining industry. Other factors that are critical when allocating land · for industrial use are accessibility, adequate sites in terms of topography and soil types, cost of land, tax rates in the community, and adequate public utilities such as water, sewage disposal, stormwater drainage, electricity and natural gas. An important impact upon industrial development in the Township will be future industrial development as planned by the City of Rockford. The City's 1990 General Development Plan shows a large parcel located between Northland Drive and Courtland Drive planned for industrial use. This land, owned primarily by Wolverine World Wide, Inc., is not yet available for 4evelopment, but could possibly become available within the next twenty years, according to the Rockford plan. Adjacent to this parcel, and fronting on Northland Drive, is an area proposed for Planned Enterprise which would be a blend of light manufacturing, heavy commercial and accessory businesses which could include research and development, warehousing, retail and office uses. A&O.Algoma\89564.0 l'algomamp~b 46 �r r f .... Another large area planned for industry is the Rockford Industrial Park located on the west side of Northland Drive, just south of the southern boundary of Algoma Township. The land available within this area has been detennined sufficient to satisfy the projected 20 year needs of the City. Industrial land use needs for the City of Rockford were based upon the projected population and industrial job demand for a total market area that encompasses portions of Algoma Township. Therefore, it is feasible that a percentage of the industrial land use needs in regard to jobs for Township residents may be met by lands in the City of Rockford; however, industrial development outside the Township will not contribute to the Township tax base. Other nearby communities' plans for industrial development will also impact Algoma Township's need for industrial acreage. Additional land for industrial development is available within the Appletree Development located south of 13 Mile Road, west of the Village of Sparta and is served with both public water and sanitary sewer. Sparta Township also contains available sites that are zoned for industrial use; an area north of 12 Mile Road adjacent to the eastern Village boundary has the potential to receive wastewater treatment services from the Sparta Village facility. Another site is adjacent to the Sparta Municipal Airport just north of 10 Mile Road. The City of Cedar Springs recently completed a Comprehensive Development Plan which identified additional areas planned for industrial development. One area located near the northeast intersection of 16 Mile Road and White Creek Avenue consists of 38 acres; another site west of the City boundary between Solon Road and Cherry Street consists of between 50 and 60 acres, and has been proposed for annexation. The development of either of these sites for industrial purposes will be, to a high degree, dependent upon increasing the capacity at the Cedar Springs wastewater treatment facility, and the consequent extension of sewer and water services to these proposed areas. Currently, the City of Cedar Springs has limits on new connections to their wastewater treatment system. ,- , t Courtland Township currently has no plans for industrial development within the community. In 1986, the West Michigan Regional Planning Commission attempted to forecast future demands for industrial acreage in the greater Grand Rapids area through the year 2010. Forecasts were based upon an expected ratio of lands actually used for industrial purposes to lands available (either planned or zoned) for industrial purposes. The study found that adequate acreage was probably available to meet the area's needs through the year 2010. However, true availability of these lands is greatly dependent upon such factors as parcel size, services available to the sites, location, accessibility, and environmental constraints. Therefore, although there appears to be sufficient industrial zoned land in and adjacent to Algoma Township for the next 10 to 20 years Algoma Township may wish to consider planning for additional industrial areas that would offer potential developers a choice in terms of location and parcel size, and that may offer the potential for water and wastewater treatment services. Additional industrial lands may offer Township residents opportunities for employment, and may increase the tax base available to the Township. A&C\Algoma\89564.01\algomamp\sb 47 �PARKS AND RECREATION Algoma Township completed a Park, Recreation and Natural Area Plan in 1988, which sets forth goals and objectives for the development and preservation of parklands and natural areas into the future. Additional goals as identified by participants in the Public Input Workshops held on January 28th and February 11th, 1991, are included in Chapter II of the Master Land Plan, titled "Goals and Objectives". ROADS AND STREETS r -,-_ .... . ' ,. • ., In order to analyze future traffic conditions, projections of traffic volumes to the year 2000 at selected locations were compared to their existing design capacity. These comparisons are shown in Table 8. The theoretical capacities, as determined by the state and local authorities, reflect the amount of traffic the street was designed to accommodate daily and still provide a relatively smooth flow of traffic. When daily traffic volumes are higher than the capacity, motorists experience more frequent delays, reduced maneuverability, congestion at intersections, lower overall speeds, and increased potential for accidents . When the volume to capacity ratio exceeds 1.00, congestion occurs. When the volume to capacity ratio exceeds 1.25 (125% of designed street capacity), congestion can occur and alternatives should be evaluated to increase capacity or divert traffic to another route. When volumes exceed 1.5 times their capacity, congestion can become severe and frustrated motorists may select alternate routes, increasing traffic on those streets. At that point, methods to increase the capacity of the street, provide an alternate route, or divert some traffic to a new facility should be considered. At double the capacity (a volume/capacity ratio of 2.0 or greater), traffic may be at a standstill during certain periods of the day . Deterioration of a street's traffic-carrying capacity may also be measured in terms of "level of service". This term is defined as a qualitative measure of the effect of a number of factors which include speed and travel time, traffic interruptions, freedom to maneuver, safety, driving comfort and convenience, and operating costs. Levels of Service A through F, representing the best through the worst operating conditions respectively, generally vary between peak and non-peak traffic times on the same street segment Each of the levels of service is described as follows: Level of Service A - represents virtually complete free-flow conditions in which the speed of individual vehicles is controlled only by driver desires and prevailing conditions, not by the presence or intetference of other vehicles. Ability to maneuver within the traffic stream is unrestricted. Level of Service B, C, and D - represents increasing levels of flow rate with correspondingly more interference between vehicles of the traffic stream. Average running speed of the stream remains relatively constant through a portion of this range, but the ability of individual drivers to A&C\Algoma\89564.01\algomamp\.ib 48 �. freely select their speed becomes increasingly restricted as the level of service worsens. Level of Service C and D (1.0 to 1.25 of capacity) is normally considered an acceptable design for an area such as Algoma Township. Level of Service E - (volumes are 1.25 to 1.50 of the "capacity") is representative of operation at or near capacity conditions. Few gaps are available, the ability to maneuver within the traffic stream is severely limited, and speeds are low. Operations at this level are unstable and a minor disruption may cause rapid deterioration of flow into Level of Service F. Level of Service F - (volumes are double the "capacity") represents forced or breakdown flow. --- . At this level, stop-and-go patterns have already been set up in the traffic stream, and operations at a given point may vary widely from minute to minute, as will operations in short adjacent highway segments as congestion increases through the traffic stream. Operations at this level are highly unstable .and unpredictable. Table 8 shows that several County Primary Roads may experience capacity problems by the year 2000. In particular, Northland Drive south of 12 Mile Road may reach level of service E (over 1.25 of design capacity) and 10 Mile Road east of U.S. 131 may experience more than two times the capacity for which it was designed. Also, 14 Mile Road west of Northland Drive may approach level of service F by the year 2000. These projections indicate that traffic volumes on Algoma Township's County Primary Roads should be monitored closely, especially on Northland Drive and 10 Mile Road. Levels of service on these roads may be prolonged by proper attention to access control measures such as left hand turn lanes, deceleration lanes, and limitations on number and location of curb cuts including future intersecting streets that will serve residential development. Likewise, while current traffic volumes on gravel roads in the Township may be well below the design capacity of the roadway, the type of traffic and condition of the roads should also be considered when determining future improvements to gravel surface roads . . . A&C\Algoma\89564.01\algomamp\sb 49 �~ < TABLE 8 TRAFFIC VOLUME PROJECTIONS (24 Hour Period) ~ Location ,,,..,. Northland Drive-North " of 12 Mile Road V/C Ratio 24 Hour Capacity 1995 14,000 12,934 14,994 1.07 14,000 16,490 19,117 1.36 8,000 15,232 17,659 2.20 8,000 7,571 8,777 1.09 8,000 6,716 7,785 .97 8,000 2,139 2,479 .30 8,000 5,467 6,338 .68 14,990 1.85 2000 (2000) Northland Drive-South of 12 Mile Road - 10 Mile Road-East ofU.S.-131 10 Mile Road-West ofU.S.-131 ,... Algoma Avenue-North - . of 10 Mile Road Pine Island Dr.-North of 13 Mile Road i .-: . " 13 Mile Road-West of Pine Island Drive 14 Mile Road-West of Northland Drive 12,000 12,321 Iii' Projections are based on a 3% annual increase based on 1990 24 Hour vehicle counts . . I' r A&O.Algoma\89564.01\algomamp\sb 50 �CHAPTER 7 FUTURE LAND USE PLAN ..,· - • This chapter contains descriptions, recommendations, and justification for future land use in Algoma Township. These recommendations will provide an overall framework for the management and regulation of future development and also serve as the basis for evaluating zoning requests. The Township Planning Act, Public Act 168 of 1959, as amended, specifically gives Township Planning Commissions the authority to prepare and officially adopt a Plan. When prepared, officially adopted, and maintained, this Plan should provide an advisory guide for the physical conservation of certain areas and for the development of other areas into the best possible living environment for present and future township residents. Because of the constant change in our social and economic structure and activities, the Plan must be maintained through periodic review and revision so that it reflects contemporary trends while maintaining long-range goals. The Future Land Use Plan is general in scope. It is not intended to establish precise boundaries of land use or exact locations of future uses. It is also important to note that there is no schedule to implement the recommendations contained here. The timing of a particular land use is dependent upon a number of factors such as availability of public utilities, provisions for adequate roadways, effect on public services, and the demand for a particular land use versus the available land zoned for this use. Those, plus other factors, must be considered when reviewing a request for rezoning a particular parcel of land. Overlay or conservation zones may be employed when adequate regulations and distinct boundaries are established. • ... As background information to the planning process, the following narrative provides an explanation of the relationship of land use planning to zoning. • THE RELATIONSHIP OF Pl,.,ANNING TO ZONING ... r The relationship between land use planning and zoning is an important one. Planning is basically the act of planning the uses of land within a community for the future while zoning is the act of regulating the use of these lands by ordinance. The laws of the State of Michigan require that a community engage in land use planning activities, including the preparation of a comprehensive plan, prior to the initiation of a zoning ordinance in a community. The following narrative provides a better understanding of the terms "planning" and "zoning". r . A&C\AJ.goma\89564.01\algomamp~b 51 �Land Use Planning - ... -- The process of guiding the future growth and development of a community. Generally, a document is prepared known as the Comprehensive Plan which addresses the various factors relating to the growth of a community. Through the processes of land use planning, it is intended that a community can preserve, prompte, protect, and improve public health, safety, and general welfare. Additional considerations include: comfort, good order, appearance, convenience, law enforcement and fire protection, preventing the overcrowding of land to avoid undue concentration of population, facilitating the adequate and efficient provision of transportation, water, sewage requirements ami services, and conservation, development, utilization and protection of natural resources within the community. Zoning Zoning is one of the instruments, along with capital improvements programing and the administration of local subdivision regulations, which implements the goals and policies of a comprehensive plan. The enactment and administration of the zoning ordinance are legislative and administrative processes conducted by local units of government relating to the implementation of the goals and policies of the Master Plan. PLAN CONCEPTS - The Future Land Use Map illustrates the concepts for the general development of Algoma Township. These concepts are based on the goals and objectives stated in Chapter Two and are intended to guide the future growth of Algoma Township. These major land use concepts include the following: Recognition and protection of the environmentally sensitive areas of the Township-primarily the lakes, streams, rivers, wetlands and groundwater. Preserva~on and enhancement of the rural character of the Township and the unique and scenic vistas which contribute to the country atmosphere. Areas of the Township adjacent to the City of Rockford will likely have public water and sanitary sewer within this planning period, and land uses should be planned accordingly. It is also likely that areas adjacent to the Camp Lake Sewer System will be served by sanitary sewer. = Establishment of a Township Center which would centralize a number of functions around the Township offices such as governmental services, library, and recreation. The intent of such a Center would be to create a gathering place and sense of community for Algoma Township residents. Rural clustering will be an option for residential uses in certain areas in conjunction with open space or conservation easements. A&C\Algoma\89564.01\algomamp\sb 52 �Commercial uses will concentrate along Northland Drive and those portions of Ten and Fourteen Mile Roads near the interchange with U.S. 131. These roadways will continue to be the major corridors through the Township and the non-commercial areas will develop primarily with differing residential densities. Access control measures will be required to enhance traffic safety. The Township will cooperate with adjacent municipalities to mutually plan for the development of Northland Drive. Natural or man-made buffer/transition zones should be utilized between different land uses to ensure compatibility. - Larger active farming areas will transition into non-farm uses or "hobby farms". Emphasis on preserving prime farmland will diminish. LAND USE CATEGORIES The Future Land Use Map recommends a number of different land use classifications. The following descriptions of these future land use classifications explain the intended uses and location characteristics for each classification. Natural River District This land use classification recognizes the importance of protecting the Rogue River and its tributaries. This district encompasses a strip of land 300 feet wide on each side of and parallel to the banks of the Rogue River and Cedar, Stegman and Shaw Creeks. Uses envisioned for this district are limited to single-family dwellings, camping, non-motorized boating, agricultural uses and other similar uses which would not cause degradation to the river or creeks or their banks. - The Natural River District as it exists in Algoma Township is a result of the State of Michigan naming the Rogue River as a Natural River under the 1970 Natural River Act. The Algoma Township Zoning Ordinance contains strict regulations for this district which are designed to protect these waters from potentially disruptive development practices and land uses. Conservation .., This land use classification identifies those areas in the Township which should be preserved and protected due to their sensitive environmental condition and their potential to serve as water retention basins, groundwater recharge areas, and wildlife sanctuaries. Uses within these areas should be limited to those uses which would have little or no impact upon the natural characteristics of the site or which would serve to enhance or blend in with the existing conditions of the site. The natural features found in these areas may indicate consideration for possible inclusion in the Township,'s park and recreation system. A&C\Algoma\89564.01\algomarnp\sb 53 �All uses in this zone would be subject to special standards and require a minimum lot size of four acres and a minimum lot width of 300 feet. These standards would examine the use in light of affect on surface and ground water pollution, alteration of the natural flow of water or retention capacity of the floodplain, grading of natural land contours, removal of trees or other vegetation, and effect on wildlife habitat. Two conservation zones currently are identified by the Algoma Township Zoning Map. The largest of these zones is _found in the southwest comer of the Township and encompasses a broad, expansive portion of the Rogue River floodplain that includes both woodlands and wetlands. The second existing conservation zone is located east of and contiguous to the two bodies of water known as Indian Lakes, and is also composed of both wetlands and woodlands. Both of these conservation zones are retained on the Future Land Use Map. · Three additional conservation areas have been recommended for inclusion in the Future Land Use Plan for Algoma Township. The first of these areas is contiguous to the existing Conservation Zone in the southwest comer of the Township, and includes Meek Lake, Nelson Lake, Low Lake, and the drainage system that connects these three lakes with each other, with Dutch Drain to the south, and consequently with the Rogue River. Rugged terrain, wetlands, woodlands, and little current development qualify this area for conservation. An Open Space Preservation category (discussed in a following section) is also recommended as an option for this area. A second conservation area is recommended for the land surrounding Hoskins Lake in the north central portion of the Township (Section 10). Hoskins Lake is a fairly secluded body of water contiguous to Little Cedar Creek. Wetlands dominate the area east, west, and south of the lake; woodlands surround Jhe lake on all sides. These factors, as well as a minimum of development in the area, qualify the Hoskins area for conservation. The last additional conservation area is located in Section 14 and encompasses 73 acres of woodland owned by Rockford Public Schools as well as additional acreage to the west. These parcels together include two distinct wetlands and several smaller ones. The 1968 Master Plan recommended that this area, as well as additional contiguous acreage, be set aside as a regional park. The natural features of this site, combined with a low level of development (a result of forest land that is held by the Rockford Public Schools) indicate that this area is suitable for conservation purposes. Rural Agricultural Principal uses within this land use classification are general and specialized farming activities along with farm and non-farm single family dwelling units. Rural Agricultural areas would require a minimum lot size of almost one acre (42,000 sq. ft.) with a minimum of 200 feet of lot width, to ensure that dwellings are located a sufficient distance apart to provide adequate room for private on-site well and septic systems. Although large scale farming activities are expected to diminish over time, the RA category recognizes the active farms in the Township and provides for their on-going operation. These farms contribute to the rural character and diversity of the Township. A&.C\Algoma\89564.01\t.lgomamp\.ib 54 �..... Criteria used to detennine areas for future agricultural land use are: 1. The presence of prime fannland soils as identified by the 1986 Soil Survey of Kent County. 2. The presence of parcels enrolled in P.A. 116, the State of Michigan Farmland and Open Space Preservation Act. 3. The presence of parcels of land 40 acres or more in size (the minimum amount of land traditionally viewed as generating a positive economical return in crops). ,. I I J Two of these three criteria were necessary to qualify an area for designation as Rural Agricultural. The largest area of RA is located in the northwest quadrant of the Township, encompassing large portions of Sections 8, 9, 16 and 17. Other large areas are found in the following locations: the north-central portion of the Township; north of Russell Street between the former Michigan Northern Railroad bed and Northland Drive; in the central portion of the Township on both sides of the Rogue River, an area also designated for Open Space Preservation (discussed in a following section); two other areas located on the western side of the Township, one north of the Camp Lake area and another south of High Lake. Rural Residential Rural Residential areas are intended to provide for residential development in a rural setting close to Rural Agricultural areas. General farming activities will be pennitted but are envisioned to be of a smaller scale than those pennitted in Rural Agricultural areas. Rural Residential Zones are intended to satisfy a demand for a rural life style without necessarily removing active prime farmland from production. The minimum lot size and lot width in the RR areas would be 42,000 square feet and 150 feet respectively. Certain non-residential uses would be pennitted as special land uses such as a golf course, private recreation areas and extractive uses. The most significant difference between the 1968 Algoma Township Master Plan and The 1991 Plan is the increase in lands recommended for rural homes and the decrease in lands recommended for agricultural use. Large portions of the Township in the northeast, northwest, and southwest quadrants have been designated as Rural Residential. A lesser amount of land has been designated as RR in the southeast quadrant, since more dense residential uses as well as mixed uses are planned for the area surrounding the City of Rockford. Several RR areas are also designated as Watershed or Vista Protection Overlay Zones, or as Open Space Preservation areas (discussed in following sections). Criteria used when detennining Rural Residential areas are as follows: 1. While fanning practices are present in areas designated for Rural Residential, large scale fanning is expected to decline within the scope of the planning period. Parcels within the RR areas in general do not exhibit the criteria used when detennining areas to be designated as Rural Agricultural (presence of prime farmland soils, enrolled in P.A. 16, and parcels of 40 or more acres in size). A&0.Algoma\J!9564.01\algomamp~b 55 �2. Public water and sewer are not planned for these areas within the scope of the twenty year planning period. The minimum lot size of 42,000 square feet is designed to accommodate the placement of on-site well and septic systems. 3. Lot-split activity has been high in the areas designated for RR, establishing a pattern of Rural Residential land use. Many parcels of five to ten acres already exist and are likely to be further sub-divided within the planning period under the terms of the State of Michigan Plat Act. 4. The proposed RR density of one dwelling unit per 42,000 square feet will help preserve the emerging rural-suburban character of the Township. 5. The uses envisioned for the RR areas are compatible with a wide range of uses recommended in the Master Plan such as farming, watershed and scenic vista protection, conservation of natural resources, and open space preservation. .... T I T Open Space Preservation This land use classification is proposed in order to encourage the preservation of open space, and to maintain scenic and rural vistas by permitting the clustering of houses in certain areas rather than requiring them to be developed in strip fashion along public roads. This technique encourages new residential developments to cluster in a few selected areas on a parcel rather than locate across the entire site. This allows the undeveloped area to be kept in its natural state, either as open space or as active farmland. The developed area of the parcel becomes a rural subdivision which encourages a sense of place and identity among residents. The open space which remains must be protected by legal mechanisms such as conservation easements or a homeowners association. Typical cluster developments will be screened from roadway views, will not be in sensitive environmental areas, and are readily accessible by public services such as emergency vehicles. This concept could be permitted as a planned unit development, using an overlay zone or a separate zoning district in the Rural Agricultural, Rural Residential or Low Density Residential zones. Guidelines for establishing an open space preservation district should be carefully designed and should be based upon the concepts of the publications "Dealing with Change in the Connecticut River Valley - A Design Manual for Conservation and Development" and "Rural Cluster Zoning: Survey and Guidelines, Land Use Law and Zoning Digest." Some of the concepts taken from Rural Cluster Zoning noted above are: • "Rural cluster zoning is most suitable in rural suburban transition areas. • Ouster projects should be carefully sited to minimize impacts on neighbors, infrastructure systems and the environment A&C\Algoma\89564.0 l\algomamp\sb 56 �• Procedures for review and approval should be less difficult than for subdivisions and should have incentives to encourage their use. • The number of home sites per cluster should be limited with a minimum and maximum project size. • Lot dimensions, building heights and setbacks should be compatible with the rural character." ,-- ,..... r Open Space Preservation areas have been recommended as overlays within other land use categories on the Future Land Use Map. Specific locations and the criteria used in each case are as follows: 1. The area designated as Low Density Residential west of the City of Rockford - This area will be the predominant rural suburban transition zone within the Township. It is likely that this area will be served by public water and sewer within the planning period, increasing the probability of development at a greater density than currently exists . Presently, fairly large tracts of undeveloped land still exist. Cluster options in this area will enhance preservation of scenic and rural landscapes, and will offer residents the opportunity for a creative environment that incorporates the best elements of neighborhood design with the amenities of unspoiled views and usable open space. 2. The areas designated as Mixed Use and Rural Residential, northeast of the Ten Mile Road and U.S. 131 Expressway intersection - This area has been identified as a scenic vista by Township residents and officials. The area shown as Mixed Use (see Map 9 for details of the site) will incorporate both Low Density and Medium Density Residential uses with cluster design in order to minimize both the costs of infrastructure and impacts upon natural features present on these sites such as open fields, stands of trees, and wetlands. In addition, the area designated as RR on the Land Use Map abuts Elstner Avenue, a Natural Beauty Road. Cluster design options will help to preserve the rural character and views afforded by this road. The Mixed Use area is discussed in further detail in a later section. • . 3. The areas designated as Rural Agricultural in the central portion on the Township, on both sides of the Rogue River - This area has been identified both as valuable agricultural land and as providing unique scenic vistas that include both fields and woodlands associated with the Rogue River. While it is likely that much of this area will stay either in productive farming or in open space preservation via P.A. 116, residential development will continue to increase within the twenty year planning period. Cluster zoning options in this area will provide an opportunity to preserve open views and to allow farming practices to continue through lease arrangements while lesser amounts of acreage are consumed by residential development. 4. The area in the far northeast comer of the Township, southwest of the intersection of 16 Mile Road and Northland Drive - This area was identified as worthy of Open Space Preservation due to the presence of woodlands, Little Cedar Creek, and other A&C\Algoma\89564.01\algomamp\sb 57 �smaller wetlands on the site, as well as the probability that development will increase in the area as growth from the City of Cedar Springs continues southward, with possible extension of public water and sewer to this area. Cluster zoning options will afford the opportunity for optimum site design while allowing the preservation of natural features. Low Density Residential This district is intended primarily for single-family houses in a traditional subdivision setting, and is intended to be served by public water and sanitary sewer. Lot sizes wiH vary depending upon the type of utility service provided. If no utilities are provided, a lot width of 120 feet with just under an acre of land will be required. If water or sanitary sewer is provided, approximately one half acre of land will be necessary. If both water and sanitary sewer is provided, lot sizes can be reduced to 13,000 square feet (3.35 units per acre). These requirements are already contained within the Algoma Township Zoning Ordinance in the R-S, Suburban Residential zoning district. . LDR areas are intended to be located where they can be easily served by the extension of public utilities from the City of Rockford or the Village of Sparta. Two family dwellings (duplexes) would also be a permitted use in this district if located along a county primary or local road but not on a subdivision street. Specific locations for LDR on the Future Land Use Map include much of the land contiguous to the western city limits of Rockford where public utilities could be extended within the planning period. Adequate county primary and county local roads serve this area. This LDR designation is also compatible with Low Density Residential uses planned in contiguous areas in both the City of Rockford and Plainfield Township. Low Density Residential uses are included within the area planned for Mixed Use at 10 Mile Road and the U.S. 131 Expressway. This area may develop in a variety of ways including traditional subdivisions depending upon the extension of public utilities, and is discussed in more detail in a later section. The final area recommended for LDR is located along Division Avenue just south of Broman Street, near the Camp Lake Area. Public sewer from the Village of Sparta enters the Township along Broman Street to serve residents in this area. In addition, a low density residential land use pattern is already well established in the area around Camp Lake. Medium Density Residential This classification is designed to accommodate multi-family dwelling units and mobile home parks with a maximum density of just under nine units per acre. Multi-family buildings would contain no more than 12 units each. Other permitted uses would be institutional uses such as hospitals and schools, funeral homes and two family-dwelling units. A&C\Algoma\89564.0l~gomamp\sb 58 �-- ...I• Medium density residential areas should be located on paved streets to facilitate access by fire and police service. The types of dwelling units envisioned in this category can serve as a transition zone between non-residential uses and low density residential areas. Because public sewer is necessary to assure long range public health, MOR areas should not be zoned or developed until sewer service and roadways can be provided to serve this type of use . In general, MDR areas should be located where public utilities can be easily and economically provided. Algoma Township currently has no attached multi-family dwellings. The Algoma Estates Mobile Home Park is located in Section 24, south of 13 Mile Road. This area is designated as MDR, as well as contiguous parcels to the west and south which would likely be utilized for park expansion. .. Other MOR designations include the area between 12 Mile Road and Shaw Creek about 500 feet off Northland Drive. This location, designated for industrial land use in the 1968 Plan, was recommended for MOR land use based upon the following criteria: 1. Public water and sewer could possibly be extended to this site from the City of Rockford, located about one quarter mile south . 2. Residents of a multi-family development would be located near shopping and service conveniences in the City of Rockford. 3. A multi-family use would be compatible with commercial uses planned for those properties that front on Northland drive as well as with a planned Office/Light Industrial Park recommended north of the site. 4. Northland Drive would provide excellent access to the site, as would 12 Mile Road to the north. 5. The presence of Stegman Creek affords the possibility of a quality living environment within a natural setting. .... Medium Density Residential uses are also included in the area recommended for Mixed Use, which will be discussed in more detail in a later section. Lake Residential This classification recognizes the existing development and zoning surrounding the lakes in Algoma Township. The single-family house is the primary permitted use within this category. Specific regulations to encourage the proper development of water front properties and avoid pollution of township lakes should be continued. Current Township Zoning Ordinance regulations set forth development rules to prevent overcrowding and pollution of the Township's lakes. The boundaries of this classification could encompass the watershed of Township lakes so that lake pollution prevention measures can apply to a wider geographic area to better protect A&o.Algoma\89564.01\algomamp\<ib 59 �... r. - these lakes. In all cases, Lake Residential areas are recommended to include a Watershed Protection Overlay Zone, which is further discussed in a later section. - The Lake Residential areas are focused in three locations: Camp Lake, Indian Lakes, and High Lake. The Camp Lake LR area remains much the same as was recommended in the 1968 Master Plan, and has long been established as a residential neighborhood. While Indian Lakes and High Lake were not designated as LR in the 1968 Plan, current zoning includes these two areas in the L-R zoning district. Indian Lakes has experienced residential development on the northern side of the western-most lake, and High Lake has experienced similar development. on both the north and south sides of the lake. ' ,.. J 1 Office Office development is similar in many ways to medium and high density residential in terms of characteristics (traffic, appearance, height, etc.) and compatibility with other uses. This makes offices a suitable transition or buffer use in many locations. Office uses at major intersections are often desirable as such uses can generate less traffic than commercial uses depending upon the size of the building and serve as a buffer for less intensive uses located away from the intersection. Office uses should be located along major roadways for easy access and to serve as a transition between land uses of different intensity. Office uses in the Township are recommended in tandem with light industrial uses located along ~orthland Drive and for those properties west of Northland Drive to the former Michigan Northern Railroad, north of 12 Mile Road. While many residences still exist in this area, it is envisioned that residential structures in this area may convert to office uses, which would be compatible with the residential and limited commercial development in neighboring Courtland Township. Office uses are also envisioned at the northeast corner of 10 Mile Road and U.S. 131 within the Mixed Use PUD. Commercial The Plan proposes two types of commercial land use categories, neighborhood commercial and general commercial. The Future Land Use Map does not distinguish between these two types of commercial. Decisions on types of commercial development desired in specific locations may be made at the time of requests for rezoning. Neighborhood Commercial The Plan proposes commercial development within this category to serve the convenience shopping needs of Township residents and to a lesser extent the needs of through vehicular traffic. Such convenience retail uses would include a pharmacy, convenience store, ice cream shop, service station, banks, etc. Commercial uses which generate higher traffic volumes and attract people from beyond the Township should not be located within this category. However, as the Township population grows, additional retail uses may be necessary to provide for the convenience shopping needs of Township residents. These commercial uses should be A&C\Algoma\89564.01\algomamp\sb 60 �permitted in areas where the population warrants such use, but only if specific standards can be met and approved as a special use. Specific site criteria should be developed to insure that such commercial areas do not proliferate and are allowed only as needed. These site criteria could include minimum and maximum lot size, soil suitability, type of retail use, paved roads, population within certain radius of the site, adjacent land uses, and buffering. General Commercial r r r r This land use category recognizes those areas containing existing general commercial uses along 10 Mile Road, 14 Mile Road and Northland Drive. Uses within this district consist of office, general retail and service uses which cater to Township residents and the motoring public. These uses should be subject to site development criteria and performance standards simil_ar to those suggested for neighborhood commercial, designed to minimize negative impacts on adjoining property. Commercial land uses in general have been recommended in the following locations based upon the criteria given: 1. Northland Drive to 14 Mile Road; 14 Mile Road to just west of Edgerton Avenue This area reflects the current zoning map of Algoma Township, and commercial uses are already firmly established in this area. Both Northland Drive and 14 Mile Road (M-57) will accommodate the high traffic volumes that are both needed to support and generated by the existing businesses. In neighboring Courtland Township, several commercial uses exist fronting on both Northland Drive and 14 Mile Road. 2. Northland Drive south of Porter Hollow to Rockford City limits - Commercial uses other than offices are recommended only for those areas already established as commercial. Zoning currently allows for commercial uses, as does similar zoning along portions of Northland Drive in neighboring Courtland Township. The City of Rockford has planned for commercial uses just south of 12 Mile Road, directly opposite an area in Algoma Township planned for commercial uses. The balance of lands fronting on Northland Drive in Algoma Township that were previously planned for Business have been recommended for Office and Industrial uses, discussed in a later section. 3. The area designated for Mixed Uses at the northeast corner of the U.S. 131 Expre~ay and 10 Mile Road - This area is recommended to include commercial uses and will be discussed in detail in a following section. 4. 10 Mile Road at the U.S. 131 Expressway Interchange - Neighborhood commercial, service businesses and light industry are currently established in this area, and current zoning accommodates these uses. Plainfield Township directly to the south across 10 Mile Road has also planned for general commercial uses in this area. The presence of the expressway interchange, proximity to a County primary road (10 Mile), and the · possibility of extension of public water and sewer to this area make it a prime candidate for commercial uses. A&O.Algoma\89564.0 l\algomamp\sb 61 �r ,I 5. Division Avenue west of Camp Lake - A neighborhood convenience store exists in this area, and will likely continue to support the day to· day needs of Camp Lake area residents. The site is ideally located along a County primary road with public sewer available from the Village of Sparta. r ' Industrial r This classification is intended to accommodate uses such as manufacturing, processing or warehousing, and may allow as special uses such operations as contractor equipment yards and body shops or salvage yards. Uses allowed will be evaluated on the basis of compatibility with adjacent land uses and the potential for danger or offense to nearby residents. While industrial uses may be allowed where served by private sewage disposal systems and wells as approved by the Kent County Health Department, the Plan recommends that the industrial development occur in those areas where utilities exist or are planned for, with access to major arterials. In order to promote orderly and efficient industrial areas, industrial parks should be encouraged. 1 r I The intensity of industrial development in the Township will be dependent upon the extension of both water and sewer services. Of primary concern should be adequate site development standards plus requirements for sufficient buffering between industrial uses and other uses. Uses which require the transformation of natural resources with a finished or semi-finished product or engage in intensive use of chemicals or produce noise, smell or smoke shall not be permitted as such uses are not compatible with the rural character of the Township and could also threaten the environmental quality of the area. The amount of land recommended for industrial uses, particularly in the northeast portion of the Township, has been significantly reduced since The 1968 Master Plan was adopted. The following describes the recommended industrial areas and rationale for selecting these sites: •. 1. North of the City of Rockford Industrial Park, between the former Michigan Northern Railroad and Northland Drive - This particular area was planned for industrial uses in The 1968 Plan, and is zoned as such. The likelihood of this area being served by public water and sewer is strong due to the existence of public utilities in the adjacent Rockford Industrial Park. Across Northland Drive, the City of Rockford has planned both Industrial and Planned Enterprise (a blend of light manufacturing and heavy commercial). Access to the site would be provided by Northland Drive, a County primary road. 2. North of 12 Mile Road, between the former Michigan Northern Railroad and Northland Drive - This area has also been planned for industrial uses since the 1968 Plan and is zoned presently for D-1 Industrial, D-2 Light Industrial, and B-2 General Business. The current plan recommends a blend of office and light industrial or high technology uses for the southern-most portion of the area closest to 12 Mile Road and for those properties fronting on Northland Drive. This area is currently primarily vacant land and residential structures. Commercial uses exist in neighboring Courtland Township along Northland Drive. It is envisioned that residential structures in this area may, over time, convert to office uses. The area north of here is designated only as Industrial, A&O.AJ.goma\89564.01\algomamp~b 62 �primarily to reflect the already established industrial character of the area. Both areas may be served by sewer and water extended from the City of Rockford, and would acquire access from both 12 Mile Road and Northland Drive. r-- ' 3. Northeast of the U.S. 131 Expr~way Interchange at 14 Mile Road (M-57) - This area, planned for Industrial in The 1968 Plan, is the site of a maintenance facility for the Kent County Road Commission. D-1 Industrial Zoning exists on the site, and recently additional land was rezoned to Industrial. The established industrial character of the area as well as excellent access provided by both M-57 and the U.S. 131 Expressway result in a favorable site for industrial uses. r ' Mixed Use PUD An area consisting of approximately 180 acres northeast of the U.S. 131 Expressway Interchange and 10 Mile Road has been designated on the Future Land Use Plan as Mixed Use; an enlarged detail of that area is illustrated by Map 9. This area was designated as ·Mixed Use for a number of reasons: -. 1. The highly visible area is ideally located at the expressway interchange, at the central southern limits of the Township. 2. Access to the site is afforded not only by the expressway but by 10 Mile Road which is a County primary road. 3. The site offers a variety of natural features such as wetlands, wooded hillsides, open fields, and variable terrain. 4. Large, undivided parcels exist on the site, facilitating land assemblage for large scale developments. 5. The site is likely to receive public sewer and water from the City of Rockford in the scope of the 20 year planning period, facilitating a higher density of development than is currently possible. -. Uses envisioned for this site include office and service businesses closest to the expressway, and commercial uses along that portion of 10 Mile Road where several commercial uses already exist The remainder of this site could accommodate either traditional residential subdivisions and/or multi-family attached dwelling units. The plan recommends the use of Open Space A&C\Algoma\89564.01\algomamp\sb 63 �I r I r r Preservation techniques such as Cluster Zoning or Planned Unit Development (PUD) that will allow a developer to carefully integrate residential buildings with the natural characteristics of the sit~, to ensure preservation of the wetlands, open views, and wooded hillsides and other adjacent uses on the site. Building design within the Mixed Use area should be of a unified, attractive nature with complementary, understated signs. Pedestrian uses should have high priority, including walking paths and bicycle paths. Outdoor enhancements such as decks, bridges, trails, and gazebos that take advantage of the natural features of the site should ~ encouraged. r Existing single family residences in the area could be favorably incorporated into the site design, since any proposed development would be subject to design standards including substantial setbacks and landscaping, as well as acceptable access and traffic circulation patterns. The Mixed Use designation is compatible with the Rural Residential/Open Space Preservation area planned directly to the north, and with the Low Density Residential/Open Space Preservation planned directly to the east. It will also be compatible with Plainfield Township's plans for general commercial and open space conservancy directly south of the site along 10 Mile Road. r Other options for this site may exist, for example, a blend of recreational uses such as a golf course along with a hotel/motel establishment could be incorporated into the site, using the same design standards and care to preserve and incorporate natural features as discussed above. ~ I Public/Semi-Public This category includes those areas and facilities such as schools, government buildings, parks and golf courses which are available for use by the general public. Semi-public uses are those used by a limited number of people with specific interests which are generally non-profit in nature such as churches, non-public schools, private golf courses and medical or institutional facilities. The Plan recognizes that it is necessary to provide for the establishment of certain non-residential land uses within residential areas subject to the implementation of measures which are designed to insure compatibility. Such non-residential uses commonly include religious and educational institutions; recreational uses such as parks; golf courses and play fields and public utility facilities. Traffic generation, noise, lighting and trespassing should be carefully controlled in order to mitigate the negative impacts on residential uses. Expansion or location of these uses should depend upon compatibility with adjacent land uses and the extent to which neighborhood character will be maintained. The Future Land Use Map illustrates the major public/semi-public uses in the Township which are the Township Hall, Township parkland and proposed parkland, as well as existing fire fighting facilities. Overlay Zone An Overlay Zone is a zoning technique which consists of a separate zone placed over an existing zoning district. The Overlay Zone carries a specific set of regulations which apply to ("overlay") A&C\Algoma\1!9564.01\algomamp\sb 64 �-;t"· I r r properties in the underlying zoning district. The Overlay Zone is useful for protecting areas with special characteristics such as floodplains, wetlands, historic districts or unique neighborhoods, but they can also apply to other areas where a special set of regulations are needed to achieve the objectives of a community. The boundaries of an Overlay Zone do not need to follow property lines but can be drawn to fit the area; i.e., floodplain or wetland identified by a municipality. Vista Protection Overlay Zone This classification recognizes and recommends protection for the scenic views which make up much of the Rogue River Valley in Algoma Township and which contribute significantly to the rural character and beauty of the Township. The Vista Protection Overlay Zone (VPOZ) would seek, by way of zoning ordinance regulations, to preserve certain existing vistas by carefully guiding development so that the design of a site including buildings, structures, roads, plantings, signs, etc., which can be seen by the public are implemented to develop a satisfactory visual appearance and not detract from or block the view of vistas as they exist today. The following general design elements need to be observed in preserving the Township's scenic vistas. r. 1. Landscape shall be preserved in its natural state, insofar as practicable, by minimizing tree and soil removal. Any grade changes shall be in keeping with the general appearance of neighboring developed areas. The orientation of individual building sites shall be such as to maintain maximum natural topography and cover. Topography, tree cover, and natural drainageways shall be treated as fixed determinants of road and lot configuration rather than as malleable elements that can be changed to follow a preferred development scheme. 2. Streets shall be designed and located in such a manner as to maintain and preserve natural topography, cover, significant landmarks and trees; to minimize cut and fill; and to preserve and enhance views and vistas.on or off the subject parcel. 3. Proposed development shall be related harmoniously to the terrain and to the use, scale, and architecture of existing buildings in the vicinity that have functional or visual relationship to the proposed buildings. 4. All open space (landscaped and usable) shall be designed to add to the visual amenities of the area by maximizing its visibility for persons passing the site or overlooking it from nearby properties. 5. The color, size, height, lighting and landscaping_of appurtenant signs shall be evaluated for compatibility with local architectural motif and the maintenance of views and vistas of natural landscapes, recognized historic landmarks, parks or landscaping. •, A&OAlgoma\89564.01\algomamp\sb 65 �liiil I 6. The removal or disruption of historic, traditional or significant uses, structures, or architectural elements shall be minimized insofar as practicable, whether these exist on the site or on adjacent properties. 7. Each unit of development, as well as the total development, shall create an environment of desirability and stability. Every structure, when completed and in place, shall have a finished appearance. 8. The design of buildings, fences, and other structures shall be evaluated on the basis of harmony with site characteristics and nearby buildings, including historic structures. !' I It is not the intent of this Plan to recognize or regulate all scenic views or vistas within the Township. Only those vistas which truly offer a broad panoramic view of the Township encompassing both field and forest over a wide area and which are generally recognized by both Township officials and the general populace should be considered as scenic vistas for preservation purposes. These vistas have been illustrated on the Future Land Use Map, but others may also be designated by the Planning Commission. r Watershed Protection Overlay Zone I This classification is intended to recognize that the Township's lakes, wetlands and streams need special regulatory measures to ensure their long term quality and viability. A Watershed Protection Overlay Zone (WPOZ) is recommended by the Plan for those areas in the Township where land uses may especially impact the quality of wetlands, lakes, drains or streams. The exact delineation of a WPOZ would involve a technical analysis of topography, soils, land use impacts and carrying capacity of bodies of water. Within a WPOZ, management practices need to be adopted to ensure that a high level of environmental quality is achieved. These practices, known as Best Management Practices, pertain to such activities as limiting the amount of impervious surface on a site, maximizing the setback of drainfields from ·a lake, requiring on-site detention/retention of storm water, and limiting the time and area of soil exposure. The Future Land Use Map illustrates general areas where further analysis of the watershed is recommended. Preparation of Best Management Practices should be undertaken with the cooperation of residents, farmers, builders and others who would be affected by such regulations. This way allows for education regarding the issues and provides an opportunity to build understanding and support for eventual regulations. FUTURE ROADS The Plan recommends the construction of two future streets. One of these is an extension of Hoskins Avenue between 13 and 14 Mile Roads. This is an area of increasing residential development primarily along private roads which provide the only means of interior access to the A&C\Algoma\89564.01\algomamp\sb 66 �..., .,iii I ...ii I ~ I. area. A road through this area would help ensure adequate emergency vehicle access to future homes in this area, and may reduce the need for lengthy private drives. An additional street is proposed south off 11 Mile Road about one half mile west of Summit Road. This road, proposed by the City of Rockford, extends to 10 Mile Road and will provide access to and from 10 Mile Road for future residential development in this area in both Rockford and Algoma Township, and will help remove potential traffic burden from Wolven Avenue. I· "( ~ [ I A&C\Algoma\89564.01\algomamp~b 67 �- --- - ~ • • 0 ~ f . • D • • •• • _____ .! • ------• • •• • ......._ \ • • • • D • ~ a:: 0 z ,,,,:, ,, • ~ ,,,,,, ,,,, • • • - • • • 0 • • • • • • -----------• 2-4 UNIT ATTACHED • • • MDR/OSP • • • • - - 11 MIL£ ROAD • • -- - ~ RR/OSP - -- ct: • \.... I'""- • • ~ "' • • • === • • 0 C D D • LDR • • '' ''- --- J • • - i..-__. IC,llLll>ll'I T ALGOMA TOWNSHIP MAP 9 MIXED USE I PUD • •• • • • LEGEND: • • • • LDR/OSP 10 MIL£ ROAD • • • • • -- - MIXED USE AREA RR - RURAL RESIDENTIAL CSP - OPEN SPACE PRESERVATION LDR - LOW DENSITY RESIDENTIAL MDR - MEDIUM DENSITY RESIDENTIAL 0 - OFFICE C - COMMERCIAL FUTURE LAHP USE EXISIJNG USE$ Cliil) r:zn - WETLAND • - SINGLE FAMILY HOUSE C - COMMERCIAL / - INDUSTRIAL - PRIVATE ROAD • ==-==- omcE WW Engineering & Science, Inc •.--------------------------------------------------------== �7 l, CHAPTERS l rnPLEMENTATION 1 In order for the Master Plan to serve as an effective guide to the continued development of Algoma Township it must be implemented. Primary responsibility for implementing the Plan rests with the Algoma Township Board,, the Planning Commission, and the Township staff. This is done through a number of methods. These include ordinances, programs, and administrative procedures which are described in this chapter. 1 l It is important to note that the Master Plan itself has no legal authority to regulate development l in order to implement the recommendations of the Plan. This implementation must come from the decisions of the Township Board and Planning Commission to provide needed public improvements and to administer and establish regulatory measures relative to the use of the land. 1 The private sector, including individual home and land owners, is also involved in fulfilling the recommendations of the Master Plan by the actual physical development of land uses and through the rezoning of land. The authority for this, however, comes from the Township. Cooperation between the public and private sectors is therefore important in successful implementation of the Master Plan. · 1 l ·,. 1 1. 1 Chapter 1 of the Plan sets forth goals and objectives which serve to guide the future development of Algoma Township. Many of the specific implementation recommendations of this chapter are taken from these objectives. The following sections are a list of the major activities which the Algoma Township Planning Commission should pursue in order to be pro-active in the implementation of this Master Plan. ZONING .I ' I I Zoning represents a legal means for the Township to regulate private property to achieve orderly land use relationships. It is the process most commonly used to implement community Master Plans. The zoning process consists of an official zoning map and zoning ordinance text. The official zoning map divides the community into different zones or districts within which certain uses are permitted and others are not. The zoning ordinance text notes the uses which are permitted and establishes regulations to control densities, height, bulk, setbacks, lot sizes, and accessory uses. A&C\Algoma~9564.0 l\algomarnp\,b 69 �., .) --r The zoning ordinance also sets forth procedures for special approval regulations and sign controls. These measures permit the Township to control the quality as well as the type of development Subsequent to the adoption of this Plan, the Township Planning Commission and Township Board should review and make any necessary revisions to the zoning regulations to ensure that the recommendations of the Plan as outlined in this section are instituted. The Plan recommends the following specific changes to the Township Zo11ing Ordinance: ;;,,-: f. 1. Develop specific regulations to permit and encourage the development of land under the Open Space· Preservation concept as recommended in Chapter 7. 2. Adopt regulations for Planned Unit Developments as a method to implement the mixed uses recommended for the 10 Mile Road/U.S. 131 intersection and the Open Space Preservation concept recommended by the Plan. 3. Prepare and adopt a separate chapter_for Office zoning. 4. Revise the site plan review provisions of the Ordinance to better specify required contents of site plans and to provide for better protection of the natural features of the land per Objectives 5 and 6 of the Natural Resource Goal section. 5. Adopt access control measures to regulate the commercial development recommended for Northland Drive, 10 Mile Road and 14 Mile Road as recommended by Objective 2 for the Commercial Development Goal. Such measures should address the number, size and spacing of driveways, service drives or frontage roads, building setbacks, deceleration lanes, and driveway alignment The Commission should work with the Kent County Road Commission to enlist their cooperation in enforcing such measures . 6. Develop specific landscaping regulations for buffering between uses, and improving the appearance of buildings and parking lots per the overall goal of the Township and Objective 3 of the Commercial Goal section. j 7. Develop zoning ordinance provisions to regulate site condominiums. --1 8. Prepare overlay zone regulations to implement the Watershed Protection Zone and Vista Protection Zone recommendations of Chapter 7. As part of preparing these regulations additional study should be done to identify scenic vistas and watershed areas. - t -I I .,,. i ... I ='"' - ' ~ I - For watersheds in particular, a plan should precede the development of regulations to better determine the location of the watershed and the type of best management practices needed to protect water quality. A&O.Algorna\89564.0 l\al.gomamp\sb 70 �pa •- The Vista Protection Zone is specifically recommended by Objective 12 of the Natural Resource Goal section while Objective 8 pertains to the development of watershed protection regulations. jg I ~ I 9. Delete the D-1 provisions of the Zoning Ordinance ("Heavy Industry") as such uses may not be compatible with the overall environmental goals and rural character of the Township. Specifically Industrial Goal, Objective 6 recommends the deletion of this category. 10. Create a separate mobile home park zoning chapter within the Zoning Ordinance which should be approved by the Michigan Mobile Home Commission. 11. Amend the Ordinance to permit two-family dwelling units in the R-S, Rural Suburban zoning district along county primary or local roads but not on subdivision streets and to also allow them in the R-D, Low Density Multi-Family zoning district. This amendment should also delete the existing regulations regarding duplexes. 12. Revise the Ordinance so there is consistency in the intent and in the regulations for the Conservation Zone and Natural River Zone. Currently the NR Zone is less restrictive in its minimum lot size than the Conservation Zone yet much of the environmentally sensitive land is within the NR zone. This discrepancy needs to be discussed and appropriate changes made to achieve the objectives of the Township. 13. Prepare and adopt regulations to permit neighborhood commercial uses within or close to populated areas by Special Use as recommended in Chapter 7. 14. Revise the Zoning Ordinance to better delineate uses permitted by right and by special use to better provide the Planning Commission with criteria to determine the location of certain uses. Also, general standards for all special uses should be added to the Ordinance. 15. Upon completion of Item 12, the Planning Commission should sponsor amendments to the Zoning Map to rezone areas designated as Conservation on the Future Land Use Plan. 16. Develop an Historical Preservation Ordinance that is consistent with the goals and objectives of the Master Plan. I ~ I I i i -j I ADDITIONAL PLANNING STUDIES =- 1. I Develop a Township-wide street plan based on Objective 1 of the Infrastructure Goal Section. I A&C\Algoma\89564.0l'algomamp\sb 71 �l 2. Conduct a Corridor Study along major Township arterial roads such as 10 Mile Road, Northland Drive and 13 and 14 Mile Roads to address issues of traffic safety, flow and the need for additional lanes. This is recommended by Objective 2 of the Infrastructure Goal Section. 3. Conduct a study to detennine the most feasible and logical areas which could be served by public water and sanitary sewer. The Plan assumes that certain land uses will require water and sanitary sewer. Such areas do not necessarily need to become part of a neighboring municipality but could be provided utilities on a contract basis. I -,.. j -. • ' ·• 'I I I I i ADOPT TOWNSHIP SUBDIVISION ORDINANCE Currently, the Township does not have its own subdivision ordinance. Thus, any requests to plat property or create a subdivision would be done so according to the provisions of the Subdivision Control Act, Act 288 of 1967. While this provides authority for the Township to regulate platting, Township officials should adopt their own subdivision control ordinance. This will allow greater control over expected future residential developments. PREPARE AND ADOPT CAPITAL IMPROVEMENTS PROGRAM Capital Improvements Programming is the first step in a comprehensive management system designed to regulate priorities and programs to community goals and objectives. It is a means of planning ahead for the funding and implementation of major construction and land acquisition activities. The typical CIP is six years in length and updated yearly. The first year in each CIP contains the capital improvement budget. The program generally includes a survey of the longrange needs of the entire governmental unit covering major planned projects along with their expected cost and priority. The Township Board then analyzes the projects, financing options, and the interrelationship between projects. Finally, a project schedule is developed. Priority projects are included in the Capital Improvements Program. Low priority projects may be retained in a Capital Improvements Schedule which may cover as long as 20 years. The CIP is useful to the Township, private utilities, citizens, and investors, since it allows coordination in activities and provides the general public with a view of future expectations. i l , - PLANNING COMMISSION WORK PROGRAM The Plan recommends that the Planning Commission prepare a work program in January of each year. This work program would set forth the tasks or goals which the Planning Commission detennines to accomplish for the upcoming year. This will allow the Commission to stay focused on important tasks and help to implement the goals and objectives identified within this Plan. A&C\Algoma\89564.0 l\algomamp\,b 72 �i f i i I I 'l ' 1 PLANNING EDUCATION Planning Commissions should attend planning seminars to keep themselves informed of planning issues and learn how to better carry out their duties and responsibilities as Planning Commissioners. These seminars are regularly sponsored by the Michigan Society of Planning Officials (MSPO) and the Michigan Township Association (MTA) and are a valuable resource for Planning Commissions. There are also several planning publications which are a useful information tool for Planning Commissioners. The main publications are Planning and Zoning linff and Michigan Planner Magazine. REVISIONS TO THE MASTER PLAN The Master Plan should be updated periodically (minor review every one to two years, major review every five to ten years) in order to be responsive to new growth trends and current Township attitudes. As growth occurs over the years, the Master Plan goals, land use information, population projections, and other pertinent data should be reviewed and revised as necessary so the Plan can continue to serve as a valid guide to the growth of the Township. 1 l 1 1 l A&C\Algoma\89564.01\algomamp\sb 73 �. ,., "' a:: 0 w g. . 0 z :5 (/J II ~ ~ROUND \I RR V 11 / . I~ w > . • 'P'l .. 111!1 ~[fl"•·-- - • J b(j(cJ ) - =-l= -=-i:a: ,I =- - - -M V' - - .... .... • • ••••• • · ·· · ·· I DA 2.9~~-~- ~ _J;gt_J~fJERS JP . I 0 w ( 0 ~ w 7?&I1rI . ~ I RA 1h _ ,A.:g: RR - . (. ~ l -.,.c SPARTA HUl'ITING ANO // ~•.. AFlSHING CLUB ' \ ~ (SOLON TWP.) . ) 6 WI ~ ~1 / y·~ ~:5 .Igl I Jl RR 1-oc -- -, .... 16 ""' . , • ~ RA • 5 ' " A -• • 4 • • • • • • • ') •• INDIAN LAKES RD . ESSES . ,----. RA ;;_:; 1 • (/J 'f RA RR • • RA MILE RD ii F1c;'~I HULL ST. JgNSUMERS WER COMPANY , ~ . ., ~ ___, C . ~' \ . .L 1-U... \ 1..,1"\MI ~ L 1ff'I RA '' 8 _,.,._ \ I --- ·11 ) -, IV-:1 ~ L.•~ o ·• ~ RR 12. , R . j ...... • 1_. I RUSSELL ST ., . • I I I • I I ., • . . . . .,. BROMAN ST.f MQO~t. r · ·1;... • •• • • • LAKE DR )Ju n ., -~ / I j. RA ., • • ~ 7 • RR • 15 , .-----~I\ LDR • • .• o Q__ > > 1-- • • • • ~ m • ··· 1............... ,. I LR I \ . :;,; J /1H H • .f \ r,u /Abn KE • . (/) ~ · RR I II w ~/ ALGOMA EW>TIST CHURCH 20 ~ . •1"-1.-1'1..,,,1 • • • • • I • I• t • • • • A na/l)IJAR 1 3 MILE RD . RR : ~ '$ · ONR • . . .. > I-~I • •• Q z ~~1.. /'..... 21 - ·. \ ~~ I --~- +;.~~~--.~-......y ~ _ , , ./ _:---~~--- --~J / /./U• 1-0:::: ~~:::::,,( o/I ~ . . . . .. .,. • I ~'-~~~ q :5 ........._ L/--,.,---LJ.. _=:~~~~~ i,a_._-__.iiiiiiiie • • •11.1• > • j: .R~~~1- ALU\.AU.IW~/-- Q__ <( _....,.._, COMA YO\ITH ENTER .,,.-.... ..,.__.!ll"'iiliil • EMETERY • 1' ~ I © ·:=. RR FONGER ST~\- • :. COMA RR ~ : . RR I ''i._ t I I /t' /SP v : .,,,,-1 \ / ,.... • I ' , • • ·/. • • • • l •·I . I I• I ........_ • 0:::: CV O <( f--- ;.i~ ( 14 ,~. ______,.,_.. j • ' ~ I I • ,,--.._ ... --- ~_.,, ! - - .----- • • ~ - - . . . , .... I I I ......, _ , .,, ...... _ • I 0 oc LDR / I ... . . . .. . ...... . ..... -----i-1- I L 11 ::::P OSP I~ ::; • !J (/J 11 MILE RD w > <( oc w z f-- V) __J 0 33 RR . .. l ... ., .. ., H I w ~ ,-• •• • I/ 0 vi ~ z 0 - ·~ LDR~ 1 I.. o-d: I ! \ .t? r•-...... I I II I I OOUlmMC> :L • • • 10 MILE RD. w ~ ~ (PLAINFIELD TWP .) 0 .. ..--=~-- I • 35 "-- w " w er0> z RR 1 l.J z w > __J __J w ~ ...., __J 0 ~ :5 (/J w z a: ALGOMA TOWNSHIP KENT COUNTY, MICHIGAN i': & 7 MAP 8 FUTURE LAND USE LEGEND: ~ "nn ~00 SCAI..( EXISTING LAND USE (1991} • CV - CONSERVATION RA - RURAL AGRICULTURAL RR - RURAL RESIDENTIAL OSP - OPEN SPACE PRESERVATION LOR - LOW DENSITY RESIDENTIAL MEDIUM DENSITY RESIDENTIAL LR LAKE RESIDENTIAL ~ MOBILE HOME PARK 0 OFFICE C COMMERCIAL I INDUSTRIAL 1' COMMERCIAL / OFFICE ADOPTED BY THE ALQOMA INDUSTRIAL PUBLIC / SEMI-PUBLIC USE CHURCH n ====== EXTRACTIVE RESOURCE 00000000 COUNTY DRAINS PRIVATE ROAD TOWNSHIP PLANNl~G COMMISSION ON NOVEMBER· 19, 1991 (JOO' F110W MOR GROUPS OF SINGLE FAMILY HOUSES •... --.... NATURAL RIVER DISTRICT [!] • IW"l"lCIOHI SINGLE FAMILY HOUSE I-,--;i - .----• = or £.<CH P/SP PUBUC/SEMI-PUBUC WPOZ WATERSHED PROTECTION OVERLAY ZONE ""'°' - - MOT ro ™ ) VISTA PROTECTION OVERLAY ZONE PROPOSED STREETS \~I! WW ~ngineerln; • 8clenc.""'~~, G,o.,,ern~6nta· Ser"1c•• OMs,on ~ g - - , HIia ,tn...,. •. c,.,.. , ..... WI - - • (t1t; ..l-'NOO � 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 Algoma-Twp_Master-Plan_1991 Creator An entity primarily responsible for making the resource Algoma Township Board, Township Planning Commission, Master Plan Task Force, Algoma Township, Kent County, Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1991-11-19 Title A name given to the resource Algoma Township Master Plan Description An account of the resource Master Plan for Algoma Township prepared by the Township Board, Township Planning Commission, and Master Plan Task Force with the assistance of WW Engineering & Science November 19, 1991. Contributor An entity responsible for making contributions to the resource WW Engineering & Science (consultant) Subject The topic of the resource Master plan reports Algoma Township (Kent 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/abb5f1248edba2ca5104761b9f2759b3.jpg 8c7d9d24aa59906775ccd929dd76a5e2 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 Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. 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 Merrill_FilmPacks_10_005 Date A point or period of time associated with an event in the lifecycle of the resource 1937-07-09 Title A name given to the resource Algonquin Beach Description An account of the resource Black and white photograph of Algonquin Beach, taken from 1 mile south in Keppel, Ontario. Subject The topic of the resource Ontario Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) 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/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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/432f21487cbd6e9d30bf29db4167d70f.jpg 5438f2375cd557f7c486580fe6bd1d18 https://digitalcollections.library.gvsu.edu/files/original/e84350ad4b18a18cbb163d595b8b7ba3.jpg 8bed5c5bc65af9f50a90ddec084770c3 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 Insel-Bücherei Series Description An account of the resource The German publishing company Insel Verlag was founded in 1899 by Anton Kippenberg in Leipzig. In its early years the firm only printed expensive, beautifully-produced volumes, until demand led to the publication of the more modest Insel-Bücherei series in 1912. Relatively inexpensive but with the same careful sense of design and typography, these smaller-format books reprinted shorter works from a variety of German, European, and world authors. The series numbers considerably more than a thousand titles and is still being issued. The Digital Collection contains the scanned covers of 140 titles held by Grand Valley State University Libraries. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1904-1987 Source A related resource from which the described resource is derived Seidman Rare Books Collection 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 Book covers Covers (Illustration) Graphic arts Publishers and publishing 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 DC-05 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource ger Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 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 DC-05_IB0656 Title A name given to the resource Ali, der Meisterdieb Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</A> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1962 Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Description An account of the resource Cover of Ali, der Meisterdieb, by Elsa Sophia von Kamphoevener, published by Insel-Verlag, 1962. Insel-Bücherei Nr. 656 Source A related resource from which the described resource is derived Seidman Rare Books. Insel-Bücherei. Z315.I5 B83 no.656 Language A language of the resource de 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/9350508b3b7cb3647f290d145e734bc2.jpg fde458d62278eec1cda7ee5db8ccbb59 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 Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection 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 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <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 DC-01 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 Seidman Rare Books. PS3037 .A45 1900 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-01_Bindings0275 Title A name given to the resource Alice of Old Vincennes Description An account of the resource Binding of Alice of Old Vincennes, by Maurice Thonpson, published by Bowen-Merri Company, 1900. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings 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 Date A point or period of time associated with an event in the lifecycle of the resource 1900 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/ee8a36ba0b794e707ff1fc0cc8253975.mp3 35c4c0991c6b2bcf1efa8b271d2f16a0 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 Pentecost XXIII Series This is Our Father's World Scripture Text Genesis 4:6, Luke 15:20, 28 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-0-19851103 Date A point or period of time associated with an event in the lifecycle of the resource 1985-11-03 Title A name given to the resource Alienation and Homecoming 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 Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on November 3, 1985 entitled "Alienation and Homecoming", as part of the series "This is Our Father's World", on the occasion of Pentecost XXIII, at Christ Community Church, Spring Lake, MI. Scripture references: Genesis 4:6, Luke 15:20, 28. 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/3ecafaabda501ef8202123912f316cb8.mp4 aad90eb132ebb355b73a5f2894be4319 https://digitalcollections.library.gvsu.edu/files/original/a95d30044212c4fd8c93c0fe91b0b725.pdf 4787cda7e32a7d30120bb0eda120b2dd PDF Text Text Grand Valley State University Veterans History Project Michael Alioto Vietnam War Interview Length: (02:01:49:00) Pre-enlistment / Training (00:00:27:00)  Alioto was born on December 19th, 1947 at the Henry Ford Hospital in Detroit, Michigan (00:00:27:00) o While he was growing up, Alioto and his family alternated living in East Dearborn, Michigan and the west side of Detroit (00:00:34:00) o Apart from himself, Alioto also had two younger sisters (00:00:41:00) o While Alioto was growing up, his father had a drinking problem, which did not always manifest itself in pleasant ways (00:00:55:00)  Alioto’s father worked in a series of different jobs; when he initially got out of the service following World War II, having served as a fighter pilot in the Marine Corps, he took a job as an inspector for the city of Dearborn (00:01:05:00) o After working as an inspector, Alioto’s father held a series of jobs as a salesman until his death in 1973 (00:01:20:00)  Alioto attended twelve years of Catholic school in Detroit, followed by (in no particular order): Henry Ford Community College, Wayne State University, Central Michigan University, Arizona State University and the University of Michigan (00:01:48:00) o Alioto attended some of the college before his service in Vietnam, although the majority came after he left the military (00:02:17:00) o Alioto graduated from high school in 1966 (00:02:23:00)  After Alioto graduated from high school, instead of just going straight to college, his father convinced him that he could work full-time at Ford Motor Company and still go to school full-time, doing his homework on breaks (00:02:29:00) o At the time, a man had to be taking twelve credits in order to receive an educational deferment for the draft (00:02:46:00)  During his first semester, Alioto ended up taking seventeen credits, which on top of working full-time, was almost an undoable task (00:02:49:00) o Alioto initially attended Henry Ford Community College and did relatively well the first year, maintain around a 2.5 G.P.A. while still working full time at Ford; it was roughly the same for Alioto during his second year in college (00:03:08:00)  Although he still had his educational deferment, Alioto was accidentally drafted during his second year in college (00:03:31:00) o Alioto called his draft board and explained he had a deferment; the draft board said that happened all the time and all Alioto needed to do was bring in proof of the deferment to them (00:03:41:00) o Even though he said he would bring the proof down, the more Alioto thought about it, the more he hesitated; the only reason he was in school in the first place was to avoid going into the service (00:03:50:00)  However, Alioto had always scored high on the standardized tests in school, so he knew that if he went into the service, he would test into a �  clerical position or some other relatively easy position and sail through the two years of military service (00:04:02:00)  Earlier, Alioto had applied to the Michigan National Guard; however, when the Guard called in 1968, Alioto turned them down because he did not want to go to training at that time (00:04:19:00) Alioto officially entered the service on June 26th, 1969 (00:04:48:00) o At the time, Vietnam was up-front in the news and as a college student, Alioto was very aware of what was happening (00:04:54:00)  From Alioto’s experience, a significant portion of the other students in college were there, taking twelve credits, for only one reason, to avoid the draft (00:05:02:00)  In order to avoid joining the Army or Marines, men also tended to join the Reserves or the Air Force or Navy; some men did join the Army but under the condition that they be allowed to choose their Military Occupational Specialty (MOS) (00:05:12:00) o If someone voluntarily enlisted, they had a three-year enlistment and could choose their MOS; if someone was drafted, they had a two-year enlistment but were subject to the will of the military in terms of their MOS (00:05:39:00)  During Alioto’s junior year in high school, his history teacher gave Alioto’s class a two-question test; the questions were: What is the capital of North Vietnam and What is the capital of South Vietnam (00:05:58:00)  All Alioto could remember was one of the capitals was Hanoi, so he put that for both and received a 50% on the rest (00:06:17:00)  However, Alioto’s father was astute and well-read and had warned Alioto that he did not want to end up having to go to Vietnam to fight (00:06:39:00)  Alioto had friends who were in the service in Vietnam and who were writing letters home (00:07:02:00) After finally joining the military, Alioto went to Fort Knox, Kentucky for his basic training; in order to get to Fort Knox, Alioto ended up taking a bus from Fort Wayne in Detroit (00:07:12:00) o Once they had arrived, Alioto and between two and four hundred other recruits were herded into a large auditorium and they all went through their aptitude testing (00:07:22:00)  A couple of weeks into the training, Alioto’s training company commander called Alioto in and told him that Alioto had earned the highest test scores in the company, about 200 recruits (00:08:01:00)  As a result of the high test scores, Alioto was even more confident that he would receive a reasonable MOS; although he might go to Vietnam, he would not have an assignment that would put him in harm’s way (00:08:17:00) o Prior to being drafted, Alioto went through his Army physical around his nineteenth birthday at Fort Wayne in Detroit (00:08:59:00) � During his physical, Alioto did not pay too much attention to whether other men were trying to cheat and get themselves disqualified from having to serve (00:09:27:00)  However, if any of the men really wanted to serve, they could have enlisted, so if they were doing their physical for the draft, they did not really want to go (00:09:30:00) o A lot of the men talked about having bad knees, asthma, high blood pressure, etc. in order to get themselves disqualified (00:09:48:00)  Alioto did not try anything to be disqualified, partially because he was drafted while still on deferment, so he was not exactly sure if he would have to serve or not (00:10:32:00) o Even if he did serve, Alioto was fairly certain that he would end up with a fairly cushy job (00:10:44:00) o There were about forty other recruits in Alioto’s training company at Fort Knox and Alioto could not have met forty nice men (00:11:07:00)  There were a lot of bright kids in the company, which was not what Alioto had expected going in (00:11:29:00) o Nevertheless, the training was demanding and the intensity of the training really depended on the individual training company commanders; in some training companies, during the nine-week basic training, the men received up to seven twenty-four to thirty hour weekend passes (00:11:41:00)  Conversely, during the nine-week period, Alioto’s training company ended up receive only one weekend pass, from noon Saturday until six p.m. Sunday (00:12:09:00)  Because he arrived at Fort Knox in June, Alioto did not have to worry about it being cold; Alioto liked this fact because although he could stand the heat, he did not like the cold (00:12:18:00)  Having played a lot of sports while he was growing up, the physical rigors of the training were not a problem for Alioto (00:10:32:00)  There was a large emphasis placed on discipline and following orders and pretty much all of the soldiers followed them (00:12:45:00)  For the small percentage who chose to “fight the system”, the drill sergeants knew several methods to convince the men to follow the rules (00:12:52:00) o One of the most popular methods was for the drill instructors to punish all the other men in the platoon who were not acting up, who would in turn dole out their own punishment (00:13:04:00)  The facilities that the recruits were using were older but were still nice and clean, albeit very spartan (00:13:26:00)  The men would wake up early in the morning and go through PT (physical training) before going to breakfast; if the men got dirty doing the PT, they had to go back to the barracks and change into a clean pair of fatigues before going to breakfast (00:14:06:00) �  Each of the men were given two pairs of boots, one pair of which were marked with red dots; the soldiers would not wear the same pair two days in a row, which forced them to spit-shine the boots every night (00:14:36:00) o Most of the training platoons had a head drill sergeant along with three or four other drill sergeants; some of the drill sergeants were career soldiers but a large portion were sergeants who had returned from Vietnam and had to finish out their enlistments (00:15:11:00)  The head drill sergeant in Alioto’s platoon had already served a couple of tours in Vietnam in the infantry, was hard-as-nails, and did not tolerate any nonsense (00:15:42:00)  When Alioto graduated from the training, the drill sergeant shook his hand and told Alioto to go home and tell his mother that he had made her proud (00:15:57:00) o At the end of basic training, the men lined up in formation and went through graduation (00:16:21:00)  While the men were in formation, the various MOS assignments were given out; eventually, the commanders reached Eleven Bravo Ten and all the men crossed their fingers and hoped that they would not be assigned to medics or infantry (00:16:45:00)  From what Alioto can remember, only a small number were called for Eleven Bravo Ten, only around eight or so; however, the first name that was called was “Alioto, Michael” (00:17:08:00) o Up until that point, Alioto was convinced that he was just going to coast through a two-year enlistment (00:17:24:00) The gravity of his situation hit Alioto the following day, when he and the other Eleven Bravo Tens flew from Fort Knox to Fort Polk, Louisiana, which was colloquially known as “Tigerland” (00:17:48:00) o All the soldiers who went to training at Fort Polk knew their odds of going to Vietnam were immense (00:17:56:00) o One of the reasons basic training was relatively easy was that some of the men in the training with Alioto were National Guardsmen and Reservists (00:18:32:00)  However, when Alioto arrived at Fort Polk, out of the two hundred men in his training company, he believes all of them were draftees (00:18:45:00)  A large portion of Alioto’s training company were either Southern whites or Southern blacks and because that was the era of the Civil Rights movement, there was a tremendous amount of hatred from the Southern blacks towards the Southern whites (00:18:57:00) o From Fort Polk until the end of his time in the service, whenever he arrived in a new area, Alioto was told about where to go and when to go in large groups (00:19:27:00)  In a sense, it was code that if someone was planning to go to the areas where black soldiers tend to hang out, either don’t go or go in a large group (00:19:43:00) � All the men at Fort Polk knew where they would be going, knew what they would be doing when they got there and knew there was a very good chance they could be wounded or killed (00:19:58:00)  A lot of the men were unhappy they had to be at Fort Polk, given what training their signified, which made the mood very dissimilar from what Alioto had experience during basic training (00:20:30:00)  As much as he had enjoyed the training at Fort Knox, Alioto disliked the training at Fort Polk (00:20:39:00) o For the most part, the training at Fort Polk was a replication of the training Alioto had received at Fort Knox; during basic training, almost everyone trained to be an infantryman, although not all of them would be regular infantry (00:20:47:00)  Once at Fort Polk, all the recruits trained with M-16 rifles, M-60 machine guns, LAWs (Light Anti-Tank Weapons), etc., as well as anything else that was combat-related, such as in-the-field medical training and a lot of night training (00:21:06:00)  A lot of the men skipped out on the night training; the training was much more chaotic at Fort Polk and a lot of the men figured out that when the men got on the buses at two in the morning to return to base, the instructors did not take a roll-call (00:21:24:00)  A lot of the men, Alioto included, would be marching to the buses to go out to night training and as soon as they could, they would drop out of the line and go do something else with a couple of friends (00:21:44:00)  A large amount of the training was replication of what the men had already learned and there was only so many times the soldiers could do the same things without being bored (00:22:04:00)  One part of the training was combat courses where the men were taken into the field and told to march three miles to a location; meanwhile, instructors would be all along the route trying to catch the men and if they did catch any, the instructors would “torture” the men to see if they would learn any information (00:22:14:00) o A portion of the men figured that the best way not to be caught was to not go out in the first place (00:22:32:00)  Although they did manage to occasionally get out of the night training, the men still had to go through training during the day, so they did not miss much (00:22:50:00)  Instead of being a nine-week basic training course, the training at Fort Polk was like an eighteen-week basic training course (00:22:55:00)  Given Fort Polk’s location in the swamps of Louisiana, the terrain and weather were comparable to what the men would eventually experience in Vietnam (00:23:05:00) o Despite the training Alioto and the men received, one of the first things they were told when they arrived in Vietnam by the men who had already been deployed was to just watch the veterans and do what they do; after a couple of months, the new guys would know everything they needed to do to survive (00:23:37:00) �    The training at Fort Polk was strictly about getting the soldiers combatready for Vietnam (00:24:03:00) o The training at Fort Polk lasted for another eight or nine weeks, although unlike the training at Fort Knox, the men had weekend passes every single weekend and Alioto would take the passes and go into a small nearby town with three other soldiers (00:24:15:00) Once Alioto finished at Fort Polk, he was supposed to go to Vietnam; however, he decided to attempt to go through more specialized training, with the hopes that when he finished that, the Army would re-issue him orders and send him to Korea or someplace other than Vietnam (00:24:55:00) o Therefore, after Fort Polk, Alioto went to Fort Benning, Georgia for specialized training, although the training turned out to be almost another nine weeks of basic training (00:25:14:00) o When Alioto went from Fort Polk to Fort Benning, he was given a pass and soon after he arrived at Fort Benning, the soldiers were given a two-week pass to go home for Christmas (00:25:26:00) Alioto finished the training at Fort Benning in March, the Army re-issued him orders, and still sent him to Vietnam; all Alioto had done was delay the inevitable (00:25:44:00) o The advanced training consisted of more infantry training; although there was some leadership training, it was not to the level of NCO (non-commissioned officer school) school (00:25:54:00) o Throughout Alioto’s entire training, the instructors pushed him to go through officer training (00:26:23:00)  At the time, there were three different OCS (Officer Candidate School) programs: Artillery at Fort Sill, Oklahoma, Engineering at Fort Belvoir, Virginia, and Infantry at Fort Benning (00:26:36:00)  Alioto told the instructors that he would extend his enlistment for a year and go through OCS if and only if they could guarantee that he would go through engineering OCS (00:26:45:00)  However, there was not a need for soldiers to go through Engineering OCS (00:26:56:00) When Alioto finished the advanced training at Fort Benning, he received another leave home and returned home around Easter (00:27:17:00) o While Alioto was on leave, his family went snowmobiling in the northern part of Michigan, Alioto got a little reckless and drove his snowmobile into a tree; Alioto was thrown from the snowmobile but his feet got caught and he initially assumed that he had broken a leg (00:27:28:00)  Alioto laid in the snow, actually hoping that he had broken one of his legs; however, it was only bruised (00:27:44:00) Deployment to Vietnam (00:27:58:00)  When he actually deployed, Alioto first traveled to Fort Dix, New Jersey and from Fort Dix, he flew first to Alaska and to either Tokyo or Manila before arriving at Bien Hoa Air Force Base, which was just outside of Saigon (00:27:58:00) �o Once he was at Bien Hoa, Alioto was placed into a massive holding area with other soldiers who had just arrived in-country; at that point, Alioto still did not even know what division he would be joining (00:28:21:00) o When Alioto arrived at Bien Hoa, it was around mid-to-late morning and his first impressions of Vietnam were how oppressive and enveloping the weather was and how secure the surrounding area was (00:28:39:00)  In part of his mind, Alioto believed that he was going to get off the airliner and immediately have to start ducking enemy gunfire (00:29:01:00) o From Bien Hoa, Alioto and the other soldiers were bused to Long Binh, where they stayed while they waited to be assigned to a unit (00:29:06:00)  Typically, the men had to wait three or four days before they received their individual assignments; while they waited, the men would go to bars at night and played basketball during the day (00:29:26:00)  While waiting on the base, some of the men were assigned to do guardduty at night, which was a scare experience for them; although Alioto looks back and realizes it was extremely safe, he was still new in-country and feared there was an enemy in every bush (00:29:57:00) o Every day, the men would go out and look at a large board to see if their name was up their; one day, Alioto saw his own name and next to it, it said “Phu Bai” (00:30:26:00)  Alioto did not know what Phu Bai was, so he asked someone what it was and the other soldier said Alioto was not going to like it; when Alioto asked why, he was told that Phu Bai meant he was assigned to the 101st Airborne Division (00:30:39:00) (00:30:58:00) – (00:32:42:00) : Technical Difficulties o In order to get to the 101st Airborne, Alioto flew aboard a C-130 transport from Long Binh to Phu Bai; once in Phu Bai, Alioto was assigned to the 1st Battalion of the 501st Airborne Regiment (00:31:56:00)  Once Alioto was assigned to a company within the battalion, he met the company first sergeant, was sent to the company supply sergeant, given his equipment, and told to go to a helipad the following morning, so he could be taken out to his company (00:32:42:00)  Prior to when Alioto arrived at the battalion area, his company had been involved in serious fighting with the enemy and was down in manpower; therefore, when Alioto went into the field, he went with three other soldiers to a join 2nd Platoon, Bravo Company (00:33:07:00) o When Alioto joined his platoon, they were operating in very mountainous terrain, in either the A Shau Valley or an area contiguous to the A Shau (00:33:27:00)  Alioto’s battalion did not have a set area-of-operation but were passed around the division’s area-of-operation; this meant that ever five or six days, the men were moving to a new firebase (00:33:57:00)  When they first arrived at the platoon, Alioto and the other replacement soldiers received a very poor reception from the other solders already in the platoon (00:34:11:00) �  When Alioto got off the helicopter, the platoon was actually involved in a small fire-fight and the first words the four men heard were “Get Down, A******” (00:34:18:00)  Alioto dove behind a nearby log and from what he can remember, nobody approached him for around three hours; all Alioto remembers think was if that was a daily occurrence, how could anyone make it for 365 days (00:34:33:00)  After the first day, nobody was warm to the new soldiers; more than anything else, Alioto attributes the cold reception to the immaturity of twenty-year-olds (00:35:00:00) o After two weeks, Alioto and the other new soldiers were not receiving all that much more respect from the other soldiers; after one month, there was more respect and after two months, Alioto and the others were considered veterans in the platoon (00:35:15:00)  Alioto never forgot the experience, so when he became a “veteran”, he was always welcoming to any new soldiers (00:35:29:00) o It was an uncomfortable experience for Alioto when he was a new guy; it was bad enough that he was over there but the weather was traumatic and the mission the men had to do were tiring (00:35:45:00) In the year Alioto was with his platoon, the platoon never once did operations from a firebase; instead, the platoon remained in the field, constantly doing search-and-destroy missions (00:36:28:00) o Initially, there were twenty-five men in the platoon, although if there was a lot of combat, that number could be whittled down to as few as sixteen; conversely, if the platoon was re-supplied and kept up regularly and did not face combat for an extended period, that number got as high as thirty-one or thirty-two (00:36:38:00) o On a typical day, the men would wake up in the morning, march through an area, and to set up camps on any of the higher hills in the area (00:36:54:00)  When set-up the camp, the platoon would set up on a trail, ring their entire area with flares and claymore mines, and set out two guard posts, one at either end of the trail, each supported by a squad (00:37:11:00)  Although they were in the field, most of the men were asleep by eight o’clock (00:37:35:00)  The men never dug in once and for the most part, they never set-up any protection over their heads; if it was raining, they would make tents out of their ponchos (00:37:54:00)  During the night, one man would be awake and on-guard from eight o’clock until nine o’clock, when he woke up another man; the cycle repeated every hour (00:38:15:00)  In the morning, the men would wake up, one of their squads would leaving their heavy equipment with the rest of the platoon and go into the jungle for a three- or four-hour patrol (00:38:32:00)  The patrol would return around noon, eat lunch, and the entire platoon would saddle up, to move out, stopping and setting up another position around six o’clock in the evening (00:38:46:00) �   For the most part, if the soldiers did find any enemy forces, it was almost always accidental (00:39:04:00) o Every seven or eight weeks, the soldiers were pulled out of the field for about six days (00:39:17:00)  On Christmas Eve, 1970, the men received a hot meal; however, it was only mostaccioli without any meat and Alioto would have just as soon eaten regular C-rations (00:39:34:00)  During the entire year, Alioto received two beers, which also came out on Christmas Eve (00:39:52:00)  When the opportunity presented itself, Alioto was one of the men selected from his unit to go see a Bob Hope comedy show; however, because his platoon was a in bad area, they were unable to get a helicopter in to get Alioto out and he ended up missing the show (00:40:05:00) o For the most part, the things the soldiers did on a daily basis was very repetitive, search-and-destroy patrols day-after-day-after-day (00:40:29:00) During the first couple of months Alioto was in the battalion, the battalion moved on a nearly regular basis, shifting to a new position every six or seven days (00:40:42:00) o At one point, Alioto tried to figure out how many times the battalion moved and from what he counted, it was seventy-eight times (00:41:03:00) o The reason why the battalion moved so much was there thirteen total battalions in the division and Alioto’s battalion was frequently used as support for whichever battalion was involved in the worst fighting (00:41:17:00) o Alioto’s battalion remained the “bastard battalion” for about six months and he remembers one night that information was passed around that the battalion was finally going to receive an area-of-operations (00:41:34:00) o Soon after, the battalion was given the AO (Area-of-Operations) that surrounding Firebase Birmingham, which was the “cushiest” area-of-operations that the 101st Airborne had (00:41:51:00)  The way Alioto looks at it, the battalion receiving the AO around Birmingham was a “make-up” for all the stuff that the battalion had gone through in the first six months he was there (00:42:01:00) o The battalion ended up staying at Firebase Birmingham for around three months and although the men were still operating in the field, it was much easier than what they had been doing (00:42:14:00)  Birmingham was a very large firebase and when the men spent six days there, it was almost like a vacation (00:42:33:00)  At the time, Birmingham had 175mm artillery guns stationed on it, which were massive guns; as far as Alioto is aware, Birmingham was the only firebase in Vietnam to have 175mm guns (00:43:17:00)  The men were on the firebase over Thanksgiving and were able to have a traditional Thanksgiving dinner with turkey, dressing, etc.; while on the firebase for Thanksgiving was the only time Alioto ever saw a “Doughnut Dolly”, an American girl who worked for the Red Cross (00:43:29:00) Alioto clearly remembers his first firefight, mostly because the platoon “ran into a buzz saw”; over a four-day period, the platoon suffered thirteen casualties out of the twentyfive soldiers, with three killed and ten wounded (00:44:05:00) �  o For the most part, the wounded came as the result of friendly fire from American artillery (00:44:22:00) o Math had always been a strong-suit for Alioto but it did not take much to figure out that if his platoon lost over half its strength in only four days, it did not bode well for him going forward (00:45:56:00) o Still, out of all the combat Alioto saw, there were only three other times where the fighting was as gruesome as those first four days (00:45:16:00) o In Alioto’s platoon, the platoon lost well over 100% of its soldiers, either wounded or killed; from what Alioto can figure, approximately half of the platoon’s casualties were a result of friendly fire (00:45:38:00)  At one point, mortars were called in to assist the platoon but they ended up landing on the platoon’s position; Alioto still gets chills thinking about the sound that the mortar rounds made, which shows just how close the mortar rounds were (00:46:06:00)  During his tour, Alioto had two other soldiers die in his arms (00:47:24:00)  In one case, the soldier was a fairly new, having only been in the field for a couple of weeks, and had not gotten himself fully acclimated to being in the field (00:47:39:00) o Alioto has always felt a little responsible for the soldier’s death because Alioto had told the soldier to go help bring back some water from the base of a hill (00:47:43:00)  The hills were extremely large and tough to climb; Alioto had gone through nearly nine months of training and even he was not in shape to climb up and down the hills (00:47:57:00) o The platoon went out on patrol and all of sudden, the soldier snapped and started waving his gun around, saying there were NVA; the other soldiers had never seen him act this way, so they thought he was trying to get a psychotic discharge (00:48:55:00) o All of a sudden, the soldier started breathing oddly and although the other soldiers tried everything they could, there was nothing they could do (00:49:13:00) o That particular soldier’s death was the only time Alioto saw someone die without being wounded by a bullet or artillery or mortar round (00:49:35:00) Alioto actually went into the field in April of 1970 (00:49:54:00) During his first couple of months in the field, Alioto had never heard of Firebase Ripcord, although as far as he knows, he might have come within several miles of the firebase (00:50:24:00) o At one point, his unit was flown into an LZ (Landing Zone), LZ Kelly, but was socked in by bad weather, which prevented even re-supply helicopters from coming in (00:50:38:00) � It eventually reached the point where the men were literally out of food; the unit had a scout dog and there were a lot of jokes about killing and eating the dog (00:50:56:00) o Once the unit finally made it out of LZ Kelly, they were moved to an AO near series of firebases adjacent to the South China Sea; on the 4th of July, the men were taken onto one of the firebases, Firebase Tomahawk, and were treated to a steak cookout (00:51:06:00) o After Firebase Tomahawk, Alioto’s unit went for a stand-down, the first it had had since May (00:52:01:00)  Whenever he was not in the field, Alioto was a heavy beer drinker and a big card player, and he remembers that by around six in the morning on the third day of the stand-down, he was playing cards when someone came in and told he and the other men to saddle-up because one of the other battalions was being hit (00:52:12:00)  Even though he was still drunk, Alioto got his gear and went out to the helipad (00:53:06:00)  Eventually, the men were flown out to an in-active firebase about four or five kilometers away from Firebase Ripcord called Firebase Gladiator (00:53:23:00) o Once there, the men began rebuilding Gladiator; as they rebuilt the firebase, Alioto realized the gravity of the situation because that was the first time he had ever seen any officer in the field above the rank of captain (00:53:41:00)  There were two generals on the firebase and Alioto remembers that as the men were digging in, the generals walked up; although most of the men stopped and saluted, Alioto did not and kept digging (00:54:03:00)  Another officer with the generals asked if Alioto did not know how to salute and Alioto replied that he did not have time to salute; when he said that, one of the generals commented and said that Alioto was a smart soldier (00:54:32:00)  Later in the day, the Vietnamese began walking mortar rounds up the hill where Gladiator was located and when Alioto ran to one of the only areas that had been dug in, he found it so full of soldiers, there was no place to go (00:54:50:00)  Instead, Alioto laid on the top of the hill, without any cover or anything, and to try to keep his mind distracted, he read a small copy of The Good, The Bad, and The Ugly (00:55:06:00)  The men continued rebuilding Gladiator, with heavy engineers eventually called in to remove tree-stumps (00:55:45:00)  At the time, Alioto’s platoon had a young, eager 1st Lieutenant and at one point, when the commanders wanted one of the platoons to fly from Gladiator to fly off the firebase and support Ripcord, the Lieutenant volunteered Alioto’s platoon (00:56:09:00)  The Lieutenant figured it was safer to be supporting Ripcord than to be on Gladiator, which was sure to be hit by enemy mortar rounds every night (00:56:41:00) � o Although the Lieutenant may have been right, Alioto would have rather stayed on Gladiator (00:56:46:00)  At the time, Alioto was carrying an M-60 machine gun as his weapon and traditionally, whenever his platoon moved, one of the platoon’s two M-60s and one of the platoon’s medics were always in the first helicopter (00:56:55:00) o The two M-60s alternated who went on the first helicopter and when the platoon moved to support Ripcord, it was Alioto’s turn to be on the first helicopter (00:57:19:00)  As the helicopter was flying into the area around Ripcord, it was shot down; the helicopter was hover about thirty feet to land and the enemy gunfire knocked the rotors off, which caused the helicopter to drop like a rock (00:57:48:00)  Apart from Alioto, there were four other soldiers on the helicopter, plus a pilot, co-pilot, and two door gunners and when the helicopter crashed, Alioto was the only one of the nine who was not injured (00:58:09:00) o They were unable to send in a second helicopter because Alioto’s helicopter was still burning and cooking off ammunition (00:58:21:00) o The medic was doing his best to help people although he was injured and Alioto’s ammunition carrier was hurt severely (00:58:32:00) o Eventually, other medical personnel made it into the crash site and managed to medi-vac the wounded, although Alioto’s ammunition carrier, the medic, and one of the other soldiers never returned to the field (00:59:04:00)  Even though they were clearly in a dangerous area, Alioto and the other men in the platoon were not allowed to leave until a special group from the rear area came out to investigate the helicopter crash wreckage to see what exactly had happened (00:59:34:00)  While the men waited, they moved off the landing zone and took up a position on a nearby hill; the men knew that the enemy knew they were there but they did not know how many men the enemy had to use (01:00:01:00) o The men began doing patrols and spent the following night on the same hill, which was something the men almost never did (01:00:28:00) o The platoon eventually stayed on the same hilltop for three or four nights but never saw another enemy after the helicopter was shot down (01:00:46:00) o After three or four days, an inspection team still never came to look at the crash wreckage (01:01:26:00) The triple canopy jungle where the platoon was operating was so immense that a large enemy force could only be a couple of miles away but it might have been comparable to being a state away (01:02:01:00) � o For the most part, the men almost never encountered signs indicating enemy soldiers (01:02:35:00) o The soldiers were very regimented in terms of making sure they did not leave anything behind, so whenever they would move positions, they would try to make it seem as though no one had been there (01:02:48:00) o Whenever the platoon hit combat, it was because they had walked into the fighting or, during the first six months, they were flown into an area to support another unit (01:03:22:00)  For the first six months, there was a lot of combat, followed by three months of little combat and three months of intense fighting when Alioto’s battalion was moved out of the area in and around the A Shau and north to an area near the DMZ (01:03:53:00) While his platoon was near the DMZ, Alioto ended up going on an all-night patrol with just six other soldiers along the South China Sea, just south of the DMZ (01:04:38:00) o During the patrol, the soldiers watched as what looked like an old school bus drove across the DMZ and dropped off around forty enemy soldiers (01:04:44:00) o Although they could have bombarded the enemy soldiers, the men on the patrol made the decision not to and the enemy group eventually marched off to the west, away from the South China Sea (01:05:18:00) o It was interesting that because they were operating in the same area for nine or ten months, the soldiers became acclimated to that area and although the area near the DMZ might have been safer than the A Shau Valley, the area was not as comfortable for Alioto (01:05:53:00)  After his first month in-country, Alioto considered re-enlisting the Army just so he could receive a new MOS (Military Occupational Specialty) and after two months, he would have never left his platoon (01:06:40:00) Misc. Reflections (01:07:21:00)  From Alioto’s experience, there were three types of officers: those who had gone through OCS, those who had gone through West Point, and those who had gone through an ROTC program (01:07:21:00) o On a scale of one to ten, the officers who had gone through OCS were all tens, while West Point officers were often mediocre at best and the ROTC officers were a joke (01:07:32:00) o Officers rotated more quickly than enlisted personnel and during his twelve month tour, Alioto’s platoon had five different 1st Lieutenants; still, the platoon never had a 1st Lieutenant who was not very good (01:08:24:00)  As the lieutenants rotated, it always seemed as if the replacement was smart enough to go to the sergeants and other veterans in the platoon to ask for advice and assistance (01:09:13:00)  None of the lieutenants had the attitude that they were the officer and the other soldiers should defer to them (01:09:32:00) o Often, even with the sergeants, if an E-6 (Staff Sergeant) who had never been in combat came into the field and worked with a pair of E-4s (Corporals) who had been in the field six months, the E-6 deferred to the E-4s (01:10:38:00) �   Alioto would characterize the morale of the platoon was phenomenal; all of the men got along and although there were occasionally petty arguments, there was never anything physical (01:11:14:00) o For the most part, the ethnicity of the soldiers in the platoon were white; there was never a large contingent of black soldiers in the platoon, with the most being only three or four (01:11:36:00)  Nevertheless, whenever the unit was not in the field, Alioto could always sense a racial tension (01:12:47:00)  When Alioto was working in the Ford factories prior to his service, the racial divide in some of the areas was almost fifty/fifty; as well, playing sports while growing up had given Alioto experience in being around black people (01:13:08:00)  However, for the soldiers who had come from the northern suburbs, they had zero experience with black people; these soldiers tended to make comments, such as their best friend being black, that the black soldiers saw right through (01:13:38:00)  While Alioto was in a training, there was one point when a couple of black recruits in the unit went to one of the white National Guardsmen in the unit and asked what state he was from and what he did in the National Guard there (01:14:29:00) o As the recruits talked, one of the black recruits snapped his fingers and said, “Oh, I know, you guys kill n****** don’t you” (01:15:06:00) Something Alioto hopes will change about the American public’s perception of the soldier in Vietnam was that he was sitting in the field, high on drugs (01:16:20:00) o In his twelve months in the field, Alioto never once saw an incident of anyone ever using drugs (01:16:32:00)  There was a sense of responsibility amongst the soldiers and they knew that there was no way they could be doing what they were doing if they were high (01:16:44:00)  That being said, whenever the platoon went on a stand-down, as soon as the men were out of the field, one group would go wherever they needed to go to get a beer while another group went wherever they needed to go to get drugs (01:17:01:00) o From what Alioto saw, the drug use amongst the soldiers was largely restricted to the rear area(s), which happened to be where the bulk of the soldiers in Vietnam were stationed (01:17:48:00) Alioto’s platoon almost always had a Vietnamese scout assigned to it (01:18:16:00) o However, given the types of operations that the 101st Airborne was operating at the time, working in the triple canopy jungle, Alioto never once saw a Vietnamese village (01:18:32:00)  If the men saw human life, it was either an American soldier or an enemy soldier (01:18:56:00) o Still, there was a large contingent of Vietnamese civilians who worked in the rear area(s) and by and large, Alioto got along great with them (01:19:07:00) �   Alioto never had concerns that the Vietnamese working on the bases were enemy personnel (01:19:46:00) The experience of the soldiers in the field was so strong that just the experience of getting out of the field for six or seven days on a stand-down was more enjoyable than a week’s vacation in Florida (01:19:52:00) Alioto was fortunate enough to receive an R&R (Rest and Recuperation) to Bangkok, Thailand in the middle of his tour; even better for Alioto, he ended up receiving a nineday R&R instead of the standard seven-day (01:20:25:00) o Alioto took his R&R in September and in the following January, his company received a new First Sergeant (01:20:47:00)  Several years before Alioto deployed, a band named the Hollywood Argyles had release a song titles “Alley Oop” and for the majority of his tour, Alioto was called “Oop” by the other soldiers (01:20:56:00) o Eventually, the new First Sergeant came up and asked if Alioto had been on R&R yet; almost immediately, Alioto formulated a complete thought and said he had not (01:21:34:00)  Alioto decided to drag it out for a little bit and the First Sergeant eventually said that Alioto’s best friend in platoon was going to Hawaii on R&R and there was an extra spot open (01:22:18:00)  At the time, the in-demand R&R spot was Australia but soldiers had to wait eight or nine months to receive an R&R there (01:22:55:00) o Alioto ended up going to Hawaii with his friend, who was trying to convince his wife, who had sent him a Dear John letter, to come meet him (01:23:15:00)  There were a large portion of men in Alioto’s platoon who were married and many of whom had married only a month or two before they deployed; from what Alioto can remember, almost half of the married men ended up receiving a Dear John letter (01:23:29:00)  When Alioto and his friend arrived in Hawaii, they got a hotel room for cheap and the friend got in contact with his wife, who was at a bowling alley at the time (01:24:00:00)  The wife said that she was not going to come to Hawaii and about a minute later, she said that she had to go because it was her turn to bowl (01:24:44:00)  When the wife said that, the friend slammed the phone down and swore at the wife before ripping the phone off the wall (01:25:37:00)  Meanwhile, Alioto was hoping to find the first girl he could and strike up a conversation between her and the friend (01:26:25:00)  The two eventually went to a bar and came across a group of four girls, who they started talking with; however, one of the girls eventually mentioned that her father was in the military, which set the friend off again (01:26:42:00)  Around three in the morning, the two made it back to the hotel and Alioto passed out, only to be woke by someone shaking his shoulder; when he opened his eyes, he saw it was a black prostitute that his friend had gone �  out and hired for him by way of apology for messing up the evening (01:27:19:00) When Alioto first arrived at Bravo company at the beginning of the tour, there was a black First Sergeant who interviewed him (01:28:38:00) o The two men hit it off and as it turned out, because Alioto had the highest test scores out of anyone in the company, the First Sergeant offered Alioto the company position when the current company clerk rotated home (01:28:49:00) o After the soldiers were pulled off of LZ Kelly, they were flown into some lowlands, where it was warm and sunny and they were told to take off their boots and socks to dry them out (01:30:01:00)  All the soldiers had jungle rot on their feet and for Alioto, for almost a year after his tour, he had to take his shoes off and leave them outside because they would stink so bad (01:30:28:00)  As the men were drying off, the company medic was walking around, checking the soldiers’ feet and when he got to Alioto, he said Alioto had the worst case of trench foot he had ever seen (01:31:14:00)  In reality, Alioto did not have trench foot; he had just been laying in the sun for so long that his feet were sunburned (01:31:28:00)  The medic sent Alioto back to the rear area with two other soldiers to see a doctor and when the doctor saw them, he said there was nothing wrong with their feet (01:31:35:00)  Alioto talked with the first sergeant, who told him to take a helicopter out to his unit; however, Alioto knew how disorganized everything was in the rear, so he figured he could get away with spending a couple of days in the rear and nobody would be the wiser (01:31:52:00)  After a couple of days, Alioto finally took a helicopter out to where his company was supposed to be, around Firebase Bastogne; however, none of the company was there (01:32:29:00)  When Alioto finally caught up to the company a day or two later, nobody said anything (01:33:03:00) o Eventually, when the company made it to Firebase Tomahawk, the first sergeant flew out and called in Alioto to talk (01:33:22:00)  When Alioto walked into the hooch where the first sergeant was, he remembers the first sergeant waging his finger and saying that Alioto was not going to be the company clerk (01:33:48:00)  When the first sergeant said that, Alioto realized that he had traded two days for eight months; however, as it turned out, it was probably for the best because Alioto was a better soldier in the field than out of it (01:34:04:00) Carrying the M-60 was exhausting work and when Alioto first joined the company, another soldier was carrying the machine gun; however, the soldier said that the next time a big soldier came in, he was passing off the M-60 and as it turned out, that soldier was Alioto (01:34:43:00) o Once Alioto managed to pass the M-60 onto someone else, the remainder of his tour was much more palatable (01:35:32:00) �     In total, there were only five or six major fights that Alioto was involved with during his entire tour in which his unit suffered significant casualties (01:36:08:00) o Alioto’s unit never once had a situation where the enemy tried to probe their position and/or send sappers against them (01:37:20:00) o Alioto’s unit did encounter enemy bunker complexes but it was always after the enemy had gone; the men would often take a hill and it would be obvious that there had been an enemy position there (01:38:01:00)  During one time, the unit finally managed to take a hill that they had been attacking for around four days (01:38:56:00)  One of the first men at the time of the hill dropped some grenades into a hole, thinking there might be some Vietnamese hiding in them (01:39:04:00)  Instead, the hole turned out to be a Vietnamese latrine that proceeded to explode straight up and cover the soldier in feces (01:39:17:00) o It was May, which meant the weather was getting warmer and the soldier had no way of getting the stench off apart from canteens of water (01:39:31:00) o The platoon eventually went down a day or two later and the soldier cleaned himself off in a pond (01:39:39:00) 80% of the time, the soldiers ate C-Rations while in the field while the other 20% were LRP (Long-Range Patrol) rations; Alioto himself always carried a bottle of Tabasco sauce and made sure his food was drenched in it (01:40:14:00) o For the most part, Alioto tried to eat the same three meals as much as possible; whenever they were re-supplied, the men took turns pulling out meals and if any of his meals were there, Alioto took them (01:40:41:00)  The men were re-supplied every four days, so Alioto typically carried eight meals on him, as well as thirteen quarts of water (01:41:08:00)  After a re-supply, Alioto was usually carrying about 100lbs of equipment and supplies and by the time the next re-supply came in, he was down to around 60lbs (01:41:15:00) Alioto was only wounded once in the field, when he was nicked by a piece of shrapnel from an American artillery round (01:42:16:00) o As weird as it sounds, a large portion of the men who were injured in Alioto’s unit were injured either marching up or down the mountains (01:42:32:00) Alioto never counted down the days he had left until he got out of the field; he always knew the day and roughly how many months he had left but that was it (01:44:27:00) Because of the incident where he stayed in the rear area longer than he should have, Alioto was not taken out of the field when it came close to the time when he would go home (01:44:43:00) o When the time came for Alioto to leave, he was pulled out of the field and began going through out-processing; however, the soldier who was doing the outprocessing said there was a mistake because Alioto still had three weeks left in the field (01:44:52:00) �o Alioto went to the company first sergeant and told him what had happened; when the first sergeant told him to go to the helicopter pad to rejoin the company, Alioto refused to (01:45:07:00) o Eventually, Alioto was given the job of escorting a prisoner from the base to a base in Da Nang (01:45:23:00)  Once in Da Nang, Alioto met up with some Air Force personnel who he had met during his R&R and he stayed at their barracks for two weeks; when he finally made it back to the unit, the first sergeant asked where he had been and Alioto merely said that he could not get a helicopter for the ride back (01:45:52:00) End of Enlistment / Post-Military Life (01:46:11:00)  Once Alioto finally left Vietnam, he did not have much time remaining on his enlistment; he returned home in March 1971 and was discharged in August 1971 (01:46:11:00) o During the last remaining months of his enlistment, Alioto was mostly stationed at Fort Sheridan, Illinois, although for two months he was stationed at an Army base in Germany (01:46:18:00)  When he arrived in Germany, Alioto asked if there was any way that he could be assigned to a job in the rear area; eventually, Alioto was given an assignment was an MP (Military Police Officer) (01:47:11:00)  When Alioto reported for the duty, the commanding officer said that before Alioto could go out on an assignment, he needed to have a German driver’s license (01:47:32:00)  Alioto took the test and flunked it on purpose so that he would not have any assignment; ergo, until the next test, Alioto had nothing to do except read, watch movies, and go to local bars (01:47:58:00) o Alioto ended up flunking the exam the second time he took it as well (01:48:52:00)  Once he was back in the United States, Alioto went to Fort Sheridan and bided his time until his enlistment was over (01:49:04:00)  Alioto got out of the Army on August 24th and was back working at a Ford plant just after Labor Day (01:49:34:00) o After he was out of the Army, Alioto had a little bit of a chip on his shoulder; if he drank too much, he would occasionally be a little obnoxious with some of his friends (01:49:47:00)  Alioto figures that part of it was he did not know anyone else who had gone through the same experiences he had (01:50:03:00)  During Alioto’s first night home, he was sleeping in one of his sister’s rooms and when he woke up in the middle of the night, he saw a Styrofoam and immediately thought it was an enemy soldier; he started yelling and both his parents had to come in to settle him down (01:50:19:00)  Alioto figures it did not take much more than a year for him to become acclimated to civilian life (01:51:12:00) � o Alioto did not receive much in the way of a negative reception when he returned home (01:51:22:00)  At one point, Alioto was hitch-hiking from Fort Sheridan and was picked up by a group of hippies (01:51:28:00) o When Alioto returned from Vietnam, he first flew into Fort Lewis, Washington, then to Detroit Metro Airport, and he hitch-hiked home from there (01:51:47:00)  Once Alioto got home, he went into his house, took a shower, put on civilian clothes, and walked to where his mom was working; when he arrived, he told the secretary to tell his mom that the man she had met in the bar the night before was there to take her to lunch (01:52:26:00)  The secretary called Alioto’s mother, who worked on the second floor of the building and when she came out, Alioto thought she was going to fall over the railing (01:52:47:00) o For Alioto, it was not so much that anybody treated him poorly; instead, what bothered him was mostly that people did not acknowledge what he had done, apart from his family (01:53:14:00)  Alioto’s younger sister had gotten him a membership to the VFW; however, when Alioto went there for a beer, he received a very frosty reception from the World War II veterans (01:53:32:00) Alioto worked for Ford off-and-on through 1978, when he was laid off during the oil embargo, at which point he attended Arizona State University (01:54:23:00) o In 1976, Alioto met a young man in a bar who worked as a businessman/trader and the two eventually became roommates; for three years, the friend pushed Alioto to get into what the friend was doing but Alioto did not have enough selfconfidence to do that type of work (01:54:46:00) o Eventually, Alioto did go in for an interview with the friend’s manager, who said that in two months, he would hire Alioto (01:55:37:00) o Alioto told the friend what the manager had said and the friend suggested Alioto go for another interview at one of the firm’s other offices; (01:55:52:00)  Alioto went to the second interview and when asked, he said his sales experiences was limited to selling newspapers and golf balls; when the manager asked how Alioto did selling the newspapers and Alioto told him, the manager said he wanted Alioto to take an aptitude test (01:56:08:00)  Alioto took the test and answered all one hundred questions (addition of fractions) on the test and took another test where he had to write as many words as he could that began with the letter “T” in the three minutes (01:56:46:00)  The firm sent Alioto’s test to be graded and when it came back, he went in and the manager said that although the company was going to hire him, it was not going to be in sales (01:57:10:00)  When Alioto asked why, the manager said they had never seen anyone score so high on the aptitude tests and they feared Alioto was not going to be able to work with everybody; Alioto pointed out that he had spent ten years between the Army and working for Ford and had gotten along with everyone (01:57:24:00) � o As it turned out, after he took the job, Alioto eventually ended up becoming the number one person in the entire firm (01:58:18:00) Alioto believes that the time he spent as an infantryman made him extremely secure in himself (01:59:15:00) o A lot of people have asked Alioto how he could endure being in combat for a year and Alioto’s answer was that his parents did a great job raising him, the Army did a great job training him, and he acclimated to anything (01:59:31:00)  Alioto knew that if he was able to go through Vietnam and acclimate to that, he could acclimate to anything (02:00:02:00) o Looking back, if he was twenty years old and had to do it again, Alioto would serve (02:00:02:00) � 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/. Title A name given to the resource Alioto, Michael (Interview outline and video), 2013 Creator An entity primarily responsible for making the resource Alioto, Michael Description An account of the resource Michael Alioto was born in 1947 in Detroit, Michigan. Despite having a college deferment, he received a draft notice in 1969, and rather than argue the issue, he decided to go into the Army anyway. Despite his high test scores, he was trained as an infantryman, and was deployed to Vietnam in April, 1970. Assigned to B Company, 1st Battalion, 501st Regiment, 101st Airborne Division, he spent most of his year in Vietnam on patrol in the northern part of South Vietnam, usually in or near the A Shau Valley. His platoon took heavy casualties in a number of firefights, and participated in the Ripcord campaign in the summer of 1970, reopening Firebase Gladiator to support Ripcord while it was under siege. When he tour of Vietnam was up, he was sent to Germany briefly, and then completed his enlistment in the United States. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Vietnam War, 1961-1975--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2013-03-05 Identifier An unambiguous reference to the resource within a given context AliotoM1480V Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 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/063e95c93c3fe11abcf4c6f0b47259c8.pdf c69f1699759edcd9bc523c6ddeb79309 PDF Text Text Interested in Alison Bechdel's Fun Home? Join this class to take a closer look at the award-winning book and see it on stage! Fall 2016 \ .\ I I O \ .\ I. 11 0 ll 1, LI{ I 11 C S l I I{ C I. L .\ \\'. \ I{ ll F I \ .\ I I .., r Instructor: Danielle DeMuth 1 Credit · F 11hrl1t11:md 1/ IL ·.·1.-lr Mondays 6-8pm FUN 214 CON H"ME eptember 26-November 5 -~ ~-- - - - - - - - - - - - - - - - --- . _, -- � 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_WGS_2016_Fall_WGS-IDS-180-Fun-Home.pdf Creator An entity primarily responsible for making the resource Women, Gender, and Sexuality Studies Department Date A point or period of time associated with an event in the lifecycle of the resource 2016 Title A name given to the resource Alison Bechdel's Fun Home Description An account of the resource Poster of WGS/IDS 180 Special topics in women, gender, and sexuality studies: Fun Home by Alison Bechdel class being offered in Fall 2016. The days/times of the class are included. Subject The topic of the resource Bechdel, Alison, 1960 Fathers and daughters Lesbians Cartoonists Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department 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/c6e3b1776c73aaacf3e7e4e816401781.jpg 32aefa1d0cbd1413ba2273efb2c93212 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 AlkemaChester_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Alkema, Chester Description An account of the resource Chester Alkema, Art 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/788668f80f8d8ccdfacb61c96e1e3489.jpg 6d65c091697b5a635fa59a8138864dcb 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 AlkemaChester_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Alkema, Chester Description An account of the resource Chester Alkema, Art 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/de1349923a2775b51a109da3d246ab19.jpg 246d6692b8df7928938e902c8aa4779b 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 AlkemaChester_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Alkema, Chester Description An account of the resource Chester Alkema, Art 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/a1e2e55cc41c89c86f686e5f03a5c670.m4v e51843ac1db7a5aa38c9db45143f6dff https://digitalcollections.library.gvsu.edu/files/original/cf804f0632aa4f981325dd477a9ef5ca.pdf 51a1296a525abdf7c97a0f2f0c717ef2 PDF Text Text Grand Valley State University Veterans’ History Project Richard Alkema World War II 52 minutes 33 seconds (00:00:10) Early Life -Born in 1926 in Detroit, Michigan. -Located very near to the Detroit River. -Father was an engineer on the Wabash Railroad. -Has a history of railroad workers in the family. -Able to keep busy with work throughout the Depression. -Attended South Western High School in Detroit. -Graduated 1944. -Sold newspapers as a teenager. -Likely heard about Pearl Harbor from the papers. -Father was from the Netherlands. (00:05:00) -Decided to enlist in the Navy after high school. -Received permission from a Federal judge in order to enlist. -His mother very hesitantly signed for his enlistment. -The fact that certain family members were in the military helped to influence him toward joining the Navy. -Two brothers in law that were involved in the military in Italy, and later Germany. -Another relative that was in the Navy. Training and Locomotive Engine Delivery to Europe -Sent to Great Lakes, Illinois for basic training. (00:10:00) -Next, sent via train to Norfolk, Virginia for gunnery training. -Boarded the Seatrain Texas ship. -At that point he had about a week of basic training, and a week of gunnery training. -Upon leaving there was a 100 ship convoy. -Left from New York Harbor. -Destined for England. -England was in need of locomotives. -While crossing the Atlantic, the ship was shot at but the torpedo went underneath their ship. (00:15:00) -However the ship was damaged. -Docked at the Falmouth, England. -Delivered two locomotive engines. -Next, crossed the Mediterranean and went to Naples, Italy. -Delivered two locomotive engines. -Baldwin engines made in Pennsylvania. -Finally the last two engines were delivered to Marseille, France. �-They knew how to use the anti-aircraft guns, however there wasn’t extensive instruction given. Pacific and Transporting Japanese Civilians -Next headed to the Panama Canal with a destination for Japan. -Travelled with some other ships to Panama. (00:20:00) -Left the Seatrain Texas ship to board the LST 801 headed for Japan. -The goal was to pick up Japanese that were remaining from the War. -Japan had surrendered by this point. -Many of them were women. -Eventually the boarded Japanese were to be repatriated back to Japan. -Picked them up at Okinawa. (00:25:00) -Usually on guard duty. -Took up laundry duty as well during certain times. -Refused to swim in the ocean because of the dangerous sharks etc. -Guards with guns would keep watch for sharks while other crew members swam in the ocean. -Experienced some bad storms on the LST. -Sea sickness amongst the crew was common. -Threw their trash overboard from meals etc. (00:30:00) -Situations to fire anti-aircraft guns to attack were seldom at that point. -During their time at Falmouth they were able to go into town. -Did not have transportation to get around. -English citizens were welcoming to them. -Did not go into town at Naples or Marseille. -At Okinawa they were able to go ashore to town. -However it was not common. -In Japan they were unwelcome to go into town. (00:35:00) -The trip from Okinawa to Japan was short. -So the interaction between the crew and Japanese being transported was limited. -Communication to the US at home was not very feasible. -Sent mail to their base. -Socialized with his fellow guard members. -Only one person was a closer friend of his. -His duration in the Navy lasted about two and a half years. -Discharged in 1946. Post War Life and Misc. -Relieved to be sent home when the War was ended. (00:40:00) -Certain ships would have the luxury of a shower stall while others did not. -LST vehicles were extremely cramped. -A lot of movies to watch to keep the crew entertained. �-LST featured showers with desalinators. -Priority was to use the pure water for laundry and drinking not bathing. -After leaving the military he worked with his father on the trains. -Made good money. -At that time their family was using one car amongst them. (00:45:00) -His work with the railroads lasted about 10 ~ 12 years. -Took flying lessons to be certified to fly a plane. -Didn’t continue on to fly as a habit or as a pilot. -Some of his friends were casualties that never returned from War. -Didn’t enroll in college after being discharged. -Became a police officer as well as working security jobs. -Worked for about 12 ~ 15 years. (00:50:00) � 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 RHC-27_AlkemaR1905V Title A name given to the resource Alkema, Richard (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-12-03 Description An account of the resource Richard Alkema was born in Detroit, Michigan in 1926. After graduating high school in 1944 he enlisted to the Navy. For his brief basic training he was sent to Great Lakes, Illinois. In Norfolk, Virginia he was trained to use the anti-aircraft guns to be a guardsman. Thereafter he traveled aboard the Seatrain Texas ship to Falmouth England, Naples Italy, and Marseille France to deliver locomotive engines. The ship next passed through the Panama Canal to Pearl Harbor where Richard boarded LST 801. Their next destination would be Okinawa where they transported Japanese to the mainland in the aftermath of the War. His time in the military lasted two and a half years and he was discharged in 1946. Creator An entity primarily responsible for making the resource Alkema, Richard Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Navy Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/8bc2ae6f199dfd55bd24df9fa1a9df81.jpg 22f729166b839eff2da393cc065183a6 https://digitalcollections.library.gvsu.edu/files/original/74459bb0cd5eaae892e347cfb9797835.jpg 8e32f996f80d3616db50fac5fff2c71f 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 Insel-Bücherei Series Description An account of the resource The German publishing company Insel Verlag was founded in 1899 by Anton Kippenberg in Leipzig. In its early years the firm only printed expensive, beautifully-produced volumes, until demand led to the publication of the more modest Insel-Bücherei series in 1912. Relatively inexpensive but with the same careful sense of design and typography, these smaller-format books reprinted shorter works from a variety of German, European, and world authors. The series numbers considerably more than a thousand titles and is still being issued. The Digital Collection contains the scanned covers of 140 titles held by Grand Valley State University Libraries. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1904-1987 Source A related resource from which the described resource is derived Seidman Rare Books Collection 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 Book covers Covers (Illustration) Graphic arts Publishers and publishing 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 DC-05 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource ger Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 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 DC-05_IB0134 Title A name given to the resource Alkestis: ein Trauerspiel nach Euripides Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</A> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1949 Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Description An account of the resource Cover of Alkestis: ein Trauerspiel nach Euripides, by Hugo von Hofmannsthal, published by Insel-Verlag, 1949. Insel-Bücherei Nr. 134 Source A related resource from which the described resource is derived Seidman Rare Books. Insel-Bücherei. Z315.I5 B83 no.134 Language A language of the resource de Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives