725 24 26018 https://digitalcollections.library.gvsu.edu/files/original/801770a1e20d9a019b57dfa90dedbdee.mp4 9e38677c3bb99709879f6f131152dee5 https://digitalcollections.library.gvsu.edu/files/original/f794658e42f602bfdf06039e89d60162.pdf b6fd3679df2f96681a8b0e803f9f05e5 PDF Text Text Grand Valley State University Veterans’ History Project Noel Miller Vietnam War 1 hour 33 minutes 44 seconds (00:00:08) Early Life -Born in Lima, Ohio on March 23, 1949 -Mother and father owned a family farm in Harrod, Ohio -Brought up on that farm until he was five years old -Moved to Findley, Ohio and spent the rest of his childhood there -Father was a corporate pilot and worked for Cooper Rubber & Tire Company -Worked as a commercial pilot for TWA for two years after WWII -Graduated from Findley High School in 1967 -Wasn’t sure what he wanted to do in life -Had aspirations of being a firefighter (00:01:39) Awareness of Vietnam War and Pre-Enlistment -Heard about fighting in Vietnam, but didn’t know much about it -He knew that even college graduates were getting drafted -If he knew he was going to get drafted he wanted to get military service out of the way -Didn’t want to be an infantryman -Helicopters mesmerized him from an early age (00:02:48) Enlisting in the Army -Enlisted in the Army to fly helicopters -Enlisted in April 1968 -Had orders to leave in early June 1968 (00:03:06) Flight Physical and Basic Training -Reported to Columbus, Ohio on June 10, 1968 -Allowed to specify what he wanted his occupation to be -Had taken, and passed, the aviation aptitude test -Had to take a flight physical -Grueling physical test -Passed it -Sent to Fort Polk, Louisiana for basic training -Spent ten weeks there -Arrived in the middle of the night -Disoriented and confused upon arrival -Didn’t know what to expect -Took two weeks to go through processing -Paperwork, testing, more physicals, and adapting to military life -Given the same training that the infantry received (00:06:53) Morale and Conditions in Basic Training -Most men were draftees -Terrible morale, some desertion occurred, and one recruit committed suicide -He knew that he wanted to make it through basic training to enter flight school �-Hot and humid weather while training in Louisiana -There were high rates of illiteracy and a lack of discipline (00:10:06) Drill Sergeants -Senior drill sergeant was tough, but had a good heart -Vietnam veteran, tall, loud, but lovable -Other drill sergeant was an alcoholic -One drill sergeant was intimidating, but was quiet and well humored -Senior drill sergeant was eventually killed doing his third tour in Vietnam (00:12:12) Training at Fort Walters, Texas -After basic training he was placed on a bus and sent to Fort Walters, Texas -Given a day of liberty before training began -Greeted by officers berating him and the other recruits -Class started with two hundred seventy five warrant officer candidates -Seventy five quit on the first day -Warrant officers were specialists in one area -For him it was learning to fly a helicopter -Given the privileges of being an officer without the responsibility -Easier to get into than officer candidate school (00:15:42) Details about Fort Walters -Fort Walters was the primary helicopter training school -First month was spent on pre-flight training -Classes mixed with processing and physical training -Twenty four hours of harassment -Stayed in three man rooms -Gear was expected to be perfectly organized -Took four weeks to get used to what was expected of recruits -Rewarded/punished on a merit/demerit system -A weekend pass was granted if you had less than five thousand demerits -A minor error was worth one thousand demerits -Taught to work as a team and depend on each other for protection -Two men were dismissed from flight school for protesting system (00:22:43) Learning to Fly at Fort Walters -Learning to hover was extremely difficult -The entire program of learning to fly was rigorous -Picked up solo flying within ten hours of flight time -Flight training was split into three stages -Pre solo, primary, and advanced -Flew in TH55 helicopters as well as Bell 13’s and Hillers (larger helicopter) -Flying a Huey was like “flying a house” compared to the training helicopters -Graduated from primary training after five months (00:26:00) Instrument Training at Fort Rucker, Alabama -Sent to Fort Rucker, Alabama for four months instrument training -Taught how to rely on flying with instruments only -Spent four weeks learning the basics -After four weeks of learning the basics went on to advanced instrument training -Had to fly a “check ride” (final exam) to pass flight training �(00:28:40) Graduating from Flight Training -By the end of training in May 1969 only eighty eight men graduated -Before he graduated he spent time flying the UH-1 (Huey) -Learned how to do tactical flying -Before graduating they had to spend two weeks in the field -Had to fly a training mission to pick up Airborne graduates from Fort Bragg -Mechanical issue on his helicopter forced him to turn back -Got extra tactical training as a result -Graduation was split into two days -On the first day they got their officer bars and on the second they got their wings -Family showed up for graduation -After the first day they had a party at the officers’ club -Almost missed the second ceremony the next day (00:33:06) Conditions at Fort Rucker -Culture in south Alabama was vastly different than Ohio -Excellent food -Very Southern -Enjoyable except for the bugs and the heat -Fort Rucker was the most relaxed part of training -As long as discipline was maintained the recruits were left alone (00:35:35) Deployment to Vietnam -Given thirty days of leave before reporting for deployment -Reported to San Francisco, California -Two days of paperwork before departing -Left the country on a chartered airliner -Flew up to Anchorage, Alaska to refuel -From Alaska they flew to Bien Hoa Air Base near Saigon, Vietnam (00:36:22) Arriving in Vietnam -First impression of Vietnam was that it was hot, humid, and smelled awful -Attached to 101st Airborne Division for a week of training -Officially attached to A Troop, 2nd Squadron, 17th Cavalry, 101st Airborne Division -Stationed in the I Corps region of Vietnam -South Vietnam was split into four corps: I, II, III, IV -Taught how to get used to the sounds, smells, and sights of fighting in Vietnam (00:38:17) Camp Eagle -Placed on C-130 cargo plane and flown up to A Troop -Camp Eagle outside the city of Hue -Camp Eagle was dug in and had a variety of aircraft -A Troop was in charge of reconnaissance -Relatively independent -Worked with “hunter-killer” teams in the field -Arrived at Camp Eagle in the middle of the night -Told to find an empty bunk (00:42:24) Adjusting to Vietnam -Waking up in Vietnam was a shock -Camp Eagle was surrounded by a field, made up of huts, a basic latrine, and helipads �-Housing was extremely primitive -Had to get used to feeling vulnerable to enemy artillery and enemy sappers (00:45:23) First Assignment and Area of Operations -First assignment was to fill sandbags -Had to build sandbag fortifications that were ten feet high -Started flying missions after a week -Given option about what missions he could fly -Chose to fly scouting missions because it meant the most flight time and action -Flew an OH-6 Cayuse “Loach” -Worked with an experienced scout to learn how to be a scout -Taught to throw smoke grenades out the door to mark enemy positions -Training lasted about a month -Armed with a mini-gun that could fire four thousand rounds a minute -Also carried smoke grenades, frag grenades, white phosphorus (incendiary) grenades -Initial area of operations was the A Shau Valley (00:49:01) Hamburger Hill -His unit was involved in the Battle of Hamburger Hill -He arrived a week after the fighting began -Took enemy for the first time at Hamburger Hill -Soldier from his unit initiated the battle by firing on North Vietnamese that were there -By the time he arrived the hill had been leveled by bombardments (00:52:01) Daily Routine in the A Shau Valley -Started every day by flying “first light” missions (survey of firebases) -Left at 6:15 AM to patrol the A Shau Valley -Had to look for enemy activity and report it to Cobra gunship that followed him -Landed at a firebase in the Valley and refuel -Flew a “first light” mission down the Laotian border looking for NVA activity -Had to fly at tree top level and deal with triple canopy jungle -One time, on patrol, he found a downed Marine helicopter -It had disappeared three years ago -Only saw it because of the orange body -Infantry was inserted to verify and investigate -No bodies were found -After first light missions flew support for the 3rd Battalion -Flew in various areas they operated in looking for the enemy -Stayed in the A Shau Valley from late June 1969 to January 1970 (00:56:01) Quang Tri -Got sent to Quang Tri at the end of January 1970 in the middle of the night -Located near the DMZ (demilitarized zone) -Marine airbase -Kept there a week before being told their assignment -Assignment at Quang Tri was to support the 5th Marines leaving the DMZ -Whole unit was moved at once to support the Marines there -Flew scouting missions for a month at Quang Tri �(00:56:55) Flying in Vietnam -Monsoons made it difficult to fly -Heavy rain and thick fog made it impossible to carry out scouting missions -Almost had to spend the night in the A Shau Valley because of thick fog -Used the minimal sunlight as a guide back to base -Remembers training a new scout that managed to shoot a giant lizard from four thousand feet -Flying down Highway 1 he got to pull tight, fast maneuvers -Almost hit a Chinook helicopter that was doing the same thing (01:00:57) Combat in Vietnam -Learned how to shoot his .38 pistol from the helicopter -Inaccurate and ineffective -Kept holster between his legs for added protection -Used mini-gun to wipe out NVA that were on the DMZ -NVA had no idea what the helicopters were -Remembers killing three NVA with no effort -Realization didn’t sink in until later in the day (01:03:18) Conditions on the DMZ -DMZ had been softened by bombing runs -NVA on the DMZ were still battle hardened and entrenched though -NVA possessed high powered anti-aircraft guns -Helicopter pilots avoided the Ho Chi Minh Trail -B-52 bombers were ineffective at breaking the determination of the NVA (01:05:04) My Lac -Got transferred to My Lac for scouting missions -Northwest of Quang Tri -Mostly used for refueling and rearming -Close to Khe Sanh -Khe Sanh had been abandoned by the U.S. at this point -Flew for the commanding officer there for about a month -Commanding officer wanted a hog’s skull from one of the wild pigs at Khe Sanh -Never managed to get one -Remembers a colonel and pilot flew out to survey damage done by U.S. artillery -Shot down within minutes -Colonel took eighty gunshots -Pilot took seventy gunshots -After that he didn’t want to be a scout anymore (01:07:27) Flying with a Lift Platoon -After scouting flew Hueys or “slicks” -Not as exciting -Transferred to lift platoon (dealt with moving people and supplies) -Spent the first half of 1970 doing lift platoon work -Last five months of deployment -Continued to operate in DMZ area (01:08:22) Last Scouting Mission -Last scouting mission was to extract a colonel from Dong Ha Mountain -Monsoons had been on for three weeks �-Awful visibility -Had to use minimal sunlight to navigate -Extracted him safely to Quang Tri (01:09:48) Downed Aircraft Duty and Other Extractions -A Troop was placed on downed aircraft duty for all of I Corps -Extract downed personnel 24/7 anywhere in I Corps -Aided the medevac helicopters by extracting some wounded -Remembers a group of Army Rangers that needed extraction -Pinned by a company of NVA, begging for help -No ammo or rig to extract them with -Eventually got an aerial bombardment in to wipe out the NVA around them -Extracted surviving eight (out of twelve) Rangers -Practiced rappelling into landing zones one day -He opted out of trying it -The day after that they had to fly into a “hot” (active) landing zone -By the time they arrived the landing zone was cold (inactive) -He had to fly his helicopter into the treetop after an infantryman cut the rope -Rotor blades got chewed up -Made it back to base but the $20,000 rotors were ruined (01:15:40) Awareness of the Status of the War -Had no idea how the war was actually going (good or bad) -They mostly focused on helping each other -Helped the ARVN (South Vietnamese Army) units occasionally -He just wanted to do his duty and go home (01:16:34) Vietnamese Civilians -Saw very little of the Vietnamese civilians -All cities and towns were off limits -A special pass was required just to pass through the city of Hue -Went through Hue and took some pictures -It was an ancient Asian city -He saw dead cats and dogs hanging in the marketplace -Some Vietnamese civilians worked at Camp Eagle -Maintenance workers -One Vietnamese worker accidentally ruined the base’s generator -Old Vietnamese man was the barber for a while -Replacement from States became the barber after him -Used the Vietnamese for some laundry services -They used buffalo dung to heat the furnaces to dry the clothes (01:19:51) General Morale in Vietnam -Pilots were enthusiastic and enjoyed flying -Infantry morale was terrible especially among the draftees -He loved flying and flew every day for nine months (01:20:52) Drugs and Race in Vietnam -There were rumors of drugs being used by the infantry -New pilot stumbled into the infantry latrine and saw some soldiers smoking weed -Same pilot was later tasked with finding a missing swimming pool �-He never saw racial tension while at Camp Eagle -He and the rest of the pilots had to deal with Marines at Quang Tri who were troublemakers (01:24:32) Patriotic Commander at Quang Tri -New commander was particularly enthusiastic about serving -Wanted to orchestrate a patriotic smoke display involving the helicopters -Didn’t work at all -Same commander wanted to greet the Thunderbirds with a white smoke display -Accidentally used riot gas and they inadvertently tear gassed all of Quang Tri (01:26:30) Leaving Vietnam -Got out of Vietnam two and a half weeks earlier than he was supposed to -He was supposed to fly a scouting mission -Turned out that he was actually supposed to be in Cam Ranh Bay -Got sent there and then sent home -Saw a lot of warfare while in Vietnam which was expected (01:28:19) Christmas 1969 -Looked forward to seeing Bob Hope perform for Christmas 1969 at Camp Eagle -After a night of drinking on Christmas Eve he was selected to patrol Christmas Day -He wanted to fly first light as quickly as possible and get back to base for the show -While on patrol he orchestrated things so that mail and care packages could be dropped off -Never got to see Bob Hope perform -Helping the troops on Christmas Day was more of a reward than seeing the show (01:31:17) Buying an MG after the War -Later in life he bought an MG sports car -He found a plate in the map pocket in the glove box -Warrant officer candidate tag from Fort Walters in 1969 -Original owner had driven the MG at Fort Walters in 1969 -He (Noel) also drove an MG at Fort Walters in 1969 -He got into contact with the previous owner through his insurance agency -They met and talked about Vietnam and he showed the MG to the original owner � 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 MillerN1563V Title A name given to the resource Miller, Noel (Interview outline and video), 2013 Creator An entity primarily responsible for making the resource Miller, Noel Description An account of the resource Noel Miller was born in Lima, Ohio in 1949. He grew up in Ohio, and after high school he wasn't sure what to do and decided to enlist in the Army in April 1968. He completed basic training at Fort Polk, Louisiana and helicopter aviation training at Fort Walters, Texas and Fort Rucker, Alabama where he graduated from in May 1969. He was deployed to Vietnam in June 1969 and was assigned to A Troop, 2nd Squadron, 17th Cavalry of the 101st Airborne Division stationed at Camp Eagle outside of Hue. From June 1969 to January 1970 he served at Camp Eagle and flew scouting patrols in the A Shau Valley until he and the rest of his unit was transferred to Quang Tri and My Lac located near the DMZ where he would serve the last five months of his deployment. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings 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 2013-12-19 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/9e342762d9e5820e871fc2e6359b2346.jpg 58dc8f50bbb025d6c782a5a0971539ce 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 MillsBryant Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1979 Title A name given to the resource Mills, Bryant Description An account of the resource Bryant Mills, Management 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/6838c93aa7a85ef8f94312ddc2f6b015.m4v c03372db7c4d86e80156c62ecb41618b https://digitalcollections.library.gvsu.edu/files/original/34e4f9e8298a0f9e740a8dd431731054.pdf 5441a961724c992fae781f230e513f15 PDF Text Text Grand Valley State University Veterans History Project Interview Name of War: Vietnam Interviewee: Doug Mills Length of Interview: 00:18:45 Background  Drafted into Army in November 1965; 20 years old Training (00:30)   Trained in Fort Riley, Kansas July 1966 assigned to the 199th Infantry Brigade and 504th Police Platoon Vietnam (00: 50)         Sent to Vietnam in September of 1966 October 1966: began different operations: Ganston and Lancaster Operation Addleboro: Backup support for Company A and helped take out wounded. After finished went back to guarding the landing zone. Began operation Cedar Falls; land mines constantly blowing American vehicles Set up road blocks and increased security which brought Cedar Falls to an end Operation Junction City began and they moved to the Cambodian border; here they would round up members of the North Vietnamese Army Spent the rest of Vietnam guarding the northernmost POW camp in Chu Lai Returned home in September of 1967 Post War (03:28)  Lived as a civilian Reactions to Vietnam (04:00)     First reaction of Vietnam: remembers machine guns, mortar and instant fear. It took them a while to realize that what they heard was miles away and they did not have anything to worry about currently. Looking back, it scares him more now to realize what he did in Vietnam then back when it all happened. Terrible effects of seeing what he saw in Vietnam “Agent Orange” was sprayed on him every morning by the US Air Force; believes he has problems from it. (05:33) Training (cont.) �    Inducted into training in Detroit and sent to Tennessee for the first set of shots with many in his graduating class due to the draft. Did most of his training in Fort Riley, Kansas. Said that it was a good training program and it would hurt kids today. Sent to Fort Benning, Georgia for heavy weapons training. In POW training, they were taught about the Geneva Convention. Remembering Combat (08:00)     When working with the POW’s, he saw a lot of the country when he transported prisoners between hospitals and camps. Experience “combat”, as described by snipers shooting at him and his team, and mortar fire for 6 or 7 months, on and off. It was never like anything seen in modern day war films. Never actually saw the enemy. Never explored the NVA tunnels, though they are a tourist attraction today. He said that some of his buddies went back and explored them. Spent some time trying to take a mountain that had a 3 story hospital built into it. Once they had taken it, the NV moved out and once they moved out when the war was over, the NV had all moved back. Returning Home (11:15)       Hardest part is leaving a combat zone and finding themselves back in the world. It’s mind-blowing because everything is still the same here. It was nice to be home. People bought him drinks to thank him for his service and to welcome him home. He recalled that he was pretty wired when he came home, and it would not have taken much to make him violent. When he was in combat he got as close to the ground as he could. He said “I was not a hero, I survived, and I did what I was told.” Stays in close contact with his sergeant and three other guys that served with him. Most places they went, they used helicopters, especially the Chinook. Politics (15:20)       His does not hold Nixon and his policies in high regard.. He said that LBJ learned what a tragedy the war in Vietnam was and it killed him. Said Eisenhower administration got them into the war with all the promises and contracts that were set up to protect against aggression, and it was the Kennedy administration that got them out, though with much trouble. Worked with soldiers from different countries: South Vietnamese, Korean soldiers, the Filipinos, and Australians. He said that one has to remember that this was a war that was fought by kids, as is the war today. He is hoping that Obama will end both the Afghan and Iraq wars today so they do not turn into Vietnam. � 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 MillsD Title A name given to the resource Mills, Doug (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Mills, Doug Description An account of the resource Doug Mills was drafted into the United States Army in 1965. He trained in Tennessee, Kansas and Georgia before being sent to Vietnam with the 199th Brigade. He served as a heavy weapons unit MP and would look after POW's for the last few months of his service before returning home. Contributor An entity responsible for making contributions to the resource Bouwens, Taylor (Interviewer) Couture, Nick (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings 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 2010-05-25 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/467b2adca1102cc0fdf989bdde69cebe.pdf 33bc3666aeea4a92b5878fda7340c6b6 PDF Text 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/. Title A name given to the resource Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</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 1804-1897 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; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 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 RHC-45_CWWelch Title A name given to the resource Milton A. Welch to his mother, Sep. 24, 1860 Date A point or period of time associated with an event in the lifecycle of the resource 1860 Creator An entity primarily responsible for making the resource Welch, Milton A. Subject The topic of the resource United States--History--Civil War, 1861-1865 United States. Army. New York Infantry Regiment, 50th (1861-1865) City Point (Hopewell, Va.) Parishville (N.Y.) Description An account of the resource A letter from Milton A. Welch to his mother describing the camp at City Point, Va. with the New York 50th Infantry Regiment and updating her on recent events. 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> Source A related resource from which the described resource is derived Civil War and slavery collection (RHC-45): http://gvsu.lyrasistechnology.org/repositories/2/resources/472 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/33a381ab9e60f9c30fbf0b5fbaca2dfc.pdf 5b69a5b9d073201dbafc2cea0e2866dd PDF Text Text GRAND VALLEY STATE UNIV ERS ITY MILTON E. FORD LGBT RESOURCE CENTER Naming Ceremony MONDAY, NOVEMBER 10, 2014 REMARKS Thomas J. Haas President Wendy Wenner Acting Vice President Division of Inclusion and Equity Gary Van Harn Partner of Milton E. Ford Colette Seguin Beighley Director Milton E. Ford LGBT Resource Center RIBBON CUTTING Gayle R. Davis Provost and Vice President for Academic and Student Affairs Special thanks to Liesl Geneva, Nathan Veeneman, and the GVSU Laker Quartet � 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_LGBTQ_2014_Center-Naming-Ceremony.pdf Date A point or period of time associated with an event in the lifecycle of the resource 2014-11-10 Title A name given to the resource Milton E. Ford LGBT Resource Center Naming Ceremony Description An account of the resource Sheet with the information of the order of events. Subject The topic of the resource Sexual minorities Community centers Naming ceremonies 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 Source A related resource from which the described resource is derived The Rainbow Resource Center Creator An entity primarily responsible for making the resource The Rainbow Resource Center https://digitalcollections.library.gvsu.edu/files/original/56e51ff4a6f5b6eae471802f62c76ed1.pdf d423c92ac8e786b782026f839ae01f28 PDF Text Text GRAND VALLEY STATE UNIVERSITY MILTON E. FORD LGBT RESOURCE CENTER Naming Ceremony MONDAY, NOVEMBER 10, 2014 �GRAND VALLEY STATE UNIVERSITY MILTON E. FORD LGBT RESOURCE CENTER Naming Ceremony Milton E. Ford, Ph.D. ~ Please join ~ @ ~~ MILTON E. FORD President Thomas]. Haas and Provost Gayle Davis as Grand Valley State University renames the LGBT Resource Center in recognition and honor of Milton E. Ford, Ph.D., founder of the center. ~ MONDAY, NOVEMBER 10, 2014 1161 RUSSEL H. KIRKHOF CENTER I ALLENDALE CAMPUS 5-7 P.M. I 5:30 P.M. REMARKS Please RSVP by No vember 3 to HonoringMiltFord@gvsu .edu or (616) 331-2530 LGBT RESOURCE CENTER 1161 Russel H. Kirkhof Center 1 Campus Dr. Allendale , Ml 49401 � 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_LGBTQ_2014_Center-Naming-Ceremony-Invitation.pdf Date A point or period of time associated with an event in the lifecycle of the resource 2014-11-10 Title A name given to the resource Milton E. Ford LGBT Resource Center Naming Ceremony Invitation Description An account of the resource Invitation to the renaming of the LGBT Center, as well as the information of the event, including the place, time, and date. Subject The topic of the resource Sexual minorities Community centers Naming ceremonies 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 Source A related resource from which the described resource is derived The Rainbow Resource Center Creator An entity primarily responsible for making the resource The Rainbow Resource Center https://digitalcollections.library.gvsu.edu/files/original/5f5c01c28bc25e9539933bcbb9859d93.jpg 80ce2b13ab909b396bd52d096dd758cd 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_830 Title A name given to the resource Mine Craft Auxiliaries chart Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Mine Craft Auxiliaries chart, October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/75a27391e0112ba91661813cd12b3131.jpg 35a897d264250dc12bb935dbdede5a57 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_M4325 Title A name given to the resource Mine Craft Auxiliaries chart Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Mine Craft Auxiliaries chart, January 15, 1945. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-01-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9570b678ca6c401ac329f0ec3c9f19e2.jpg 1cde7d00c0f11f982cd7e981970eda0a 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_884 Title A name given to the resource Minelayer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Minelayer US DMS (mine sweeper), October 1, 1947. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a7c610cf497638645ae7457fa07374f7.mp4 e59bfcecdcb11e9c44c11c7a6021f193 https://digitalcollections.library.gvsu.edu/files/original/5536496fa9d2097758f45d71d5555b3c.pdf 8d59a08713f1ca451dfd90e5ea6f3298 PDF Text Text Grand Valley State University Veteran’s History Project Will Miner East Africa / Somalia Interview Length: (01:17:52:00) Pre-enlistment / Training (00:00:15:00)  Miner was born Lennon, Michigan, a small town outside of Flint, Michigan, in 1973 and his family stayed in Lennon until Miner was three before moving to a farm northeast of Flint (00:00:15:00) o The Miner’s farm was forty acres, although the family worked an additional onehundred-and-twenty acres belong to Miner’s grandparents and some family friends (00:00:38:00)  For the most part, the Miners grew: hay, grain, and corn, as well as had pasture for cattle (00:00:49:00) o Apart from the farm, Miner’s father worked for Buick and his mother worked for the country library (00:00:58:00)  Miner attended a small high school northwest of Lapeer, Michigan called Lakeville High School, which took students from three small towns in the area (00:01:15:00) o After graduating from high school, Miner attended Grand Valley State University for a year; he had initially planned on joining the Marines but the Gulf War was going on at that point and his mother convinced him to wait a year before enlisting and to try out college (00:01:34:00)  Miner had decided that he wanted to join the Marines when he was young, around six or seven years old (00:01:55:00)  Most everyone in Miner’s family had served in the military, either the Army or Marines, so Miner kind of knew he would serve as well; Miner’s father was the only person in Miner’s family not to served (00:02:01:00)  As the Gulf War was going on, Miner closely followed what was happening; by that point, Miner had done a lot of study of military history and contemporary military tactics (00:02:27:00)  Based on his own background knowledge, even Miner was surprised as to how fast the Gulf War went; Miner had used the Arab-Israeli wars as comparison but even those were slow in comparison to the Gulf War (00:02:53:00)  By late spring / early summer of 1992, Miner had met a girl while at Grand Valley State and they had discussed marriage, which Miner could afford to do if he enlisted in the Marines; Miner went to talk with a recruiter, who set everything up for Miner to officially join in November, although Miner actually went in August (00:03:14:00) o As far as basic training, Miner had no clue what to expect; the only thing Miner knew when he enlisted was that he wanted to go into the infantry because he wanted to be a reconnaissance Marine (00:03:54:00)  Prior to actually choosing the infantry, Miner’s recruiter had laid out some other options, such as joining the air wing, which would allow Miner to � get a nicely paying job at an airport once his enlistment ended; however, Miner was adamant about joining the infantry (00:04:10:00) For training, recruits from Michigan could either go to the East Coast or the West Coast and Miner ended up going to the West Coast, to the Marine Corps Training Depot in San Diego, California and Camp Pendleton, further up the Pacific Coast (00:04:36:00) o When the recruits first arrived in San Diego, the drill instructors waited until night time to make sure Miner and the other recruits were as disoriented as possible before they brought them to the training depot (00:04:52:00)  A couple of drill instructors met the recruits at the airport and would have the recruits sit with their legs crossed, staring into their lap as they waited; other people in the airport walked by and over time, Miner felt as though he and the other recruits looked out-of-place (00:05:06:00)  Eventually, the recruits piled onto a bus and were taken to the training depot, which was right next to the airport; once at the depot, the bus drives around the base a couple of times, just so known of the men knew where they were in relation to anything specific (00:05:26:00)  When the bus finally stopped, the receiving drill instructors came on, yelling for the recruits to get off the bus and stand on the series of yellow footprints that had been painted outside (00:05:36:00)  An initial surprise for Miner was that the first twenty-four hours of the “training” as paperwork, including filling out the recruits’ records and their medical history, as well as various tests (00:06:15:00)  For some of the recruits, standing in the lines was too much and that caused them to “snap” and begin acting out (00:06:54:00)  Because the recruits came from all different parts of the country, the instructors did not allow the men to eat or sleep, so that all the recruits would acclimate and be on similar cycles (00:07:16:00)  After completing the paperwork, all the recruits had to strip and they were all forced to take a shower; by then, more recruits had arrived, bring the group total close to eighty, and all the recruits were smashed into showers meant for only twenty (00:07:42:00)  After the showers, the recruits were taken to the barracks and allowed to lay down for a couple of hours; it is hard to say how long the instructors let the recruits sleep because by that point, none of the recruits even knew what time it was (00:08:04:00)  By that point, even Miner was thinking that there was no way he was going to get through the experience (00:08:28:00) o During the first few days of training, Miner and the other recruits went through more testing and received all of their equipment and supplies (00:08:40:00)  As traumatic as the initial arrival were, the drill instructors still made an effort to ease the recruits into the training, if only to limit the culture shock on the recruits (00:09:00:00)  It took about a week for Miner and the other recruits to get through all of the necessary in-processing (00:09:24:00) � o Apart from Miner’s group of friends from the Grand Rapids area who had all enlisted together, most of the other recruits were from west of the Mississippi River (00:09:35:00)  Most of the recruits were around Miner’s age, although Miner himself was considered “old” because he waited a year before enlisting; a couple of the recruits were old than many but they were exceptions (00:10:05:00)  Male and female recruits were not trained together; at the time, the training depot in San Diego was all male recruits and the training deport at Parris Island, South Carolina segregated males and females (00:10:42:00) Once the training began in earnest, the recruits fell into a sort of regular routine, which somewhat surprised Miner (00:11:07:00) o The training was divided into the three phases: (00:11:09:00)  During the first phase, the recruits learned a variety of things, such as how to march properly and also spent a lot of time in classrooms, learning about the various wars and battles the Marines had fought in, the different laws of combat, etc. (00:11:15:00)  During the second phase, the recruits actually began their field training at nearby Camp Pendleton; here, the recruits did training at the fire range, as well as small unit tactics, etc. (00:11:44:00)  The third phase was a “polish” phase, where the recruits worked on their drill procedures, did their swimming qualifications, etc. (00:11:55:00) o During the training, there was an emphasis placed on discipline, although how much of an emphasis varied from training unit to training unit (00:12:16:00)  Each of the different training companies had its own “style” and Miner suspects this was done on purpose so the recruits in one company would have a feeling of distinction from the other companies (00:12:25:00)  In particular, there was a lot of discipline when the recruits were in the field; once the recruits received an order while in the field, they were not allowed to do anything other than that order (00:12:54:00)  When someone would screw up, the most common response from the drill instructors was to get in the recruit’s face and yell at them (00:13:31:00)  There is a common myth that the drill instructors were not allowed to touch the recruits and although this is partly true, the drill instructors compensated by yelling at the recruits (00:13:35:00)  Later on, the drill instructors would get more creative and would have the recruits doing odd assignments (00:13:44:00) o The strangest thing the Miner can remember was during the field training, the recruits had to stand outside their tents with their rifles and count off (00:13:56:00)  Somehow, the count was always screwed up and Miner remembers thinking how surreal it was that he and the other recruits were grown men, standing on a hillside in their underwear at three in the morning and they could not count off number properly (00:14:08:00) �  As well, the drill instructors used old stand-bys, such as making the recruits do push-ups or having them hold their rifles out in front of their body for an extended period of time (00:14:24:00)  If a recruit really screwed up, one of the drill instructors might hit him in the stomach, but that was very rare; when it did happen, the recruits did not make too big a deal out of it because in their minds, they knew they deserved the punishment (00:14:30:00) o Physically, it was not hard for Miner to adjust to military life because he had prepared for that part by exercising (00:14:46:00)  Conversely, Miner was not prepared for the isolation from his family; apart from a form letter at the beginning of training, the recruits were not allowed to send out any mail and they did not receive any incoming mail until the first month of training (00:14:52:00) o Although all of the recruits liked to claim that their drill instructors were the craziest, one of the instructors in Miner’s training unit seemed to be more so than the other instructors (00:15:22:00)  The instructor took great pleasure in seeing people washout of the training, so although Miner’s training unit started out with eighty-five recruits, it ended in the low sixties (00:15:28:00)  Although some of the washouts were due to injury, most were recruits who had had enough and just quit (00:15:42:00) When Miner and the other recruits finally finished the training, they were allowed to go home for a week (00:15:59:00) o During Miner’s basic training, President Clinton was elected and he began making the military go through budget cuts, particularly in regards to the training (00:16:05:00)  Therefore, Miner’s group was one of the last to go through MCT (Marine Combat Training), which lasted for about a month and was a review of everything the recruits had learned during basic training (00:16:18:00) o After MCT, Miner went to the Infantry School, which was also located on Camp Pendleton (00:16:34:00)  The Infantry School was a six-week course and it was there that the recruits really got into the different specifics of what their individual MOSs (Military Occupational Specialty) might be (00:16:41:00)  Apart from training with the basic three infantry weapons: the M16 rifle, the M203 grenade launcher, and the M249 SAW (Squad Automatic Weapon) light machine gun (00:16:56:00)  Apart from those three weapons, the recruits also trained with the M2 heavy machine gun, the M19 automatic grenade launcher, and the M64 anti-tank rocket (00:17:19:00)  The training did not have a budget for the recruits to train with nightvision equipment, so that had to wait until later schools or when the recruits joined their new units (00:17:46:00)  There was some night vision equipment, such as a night-vision scope from the Vietnam War, that the men could practice with but nothing too spectacular (00:17:54:00) �  At that point, the recruits were not training with helicopters or landing craft; there were some practice helicopters the recruits could practice roping out of (00:18:18:00) Within line infantry battalions, there were specific companies for boats, helicopters, and tracks (armored) and any in-depth training related to those assignments was held until the recruits joined those units (00:18:30:00) 1st Recon / First Deployment (00:19:01:00)  After completing the infantry school, Miner was sent to join his new unit (00:19:01:00) o Due to the Clinton Administration budget cuts, a lot of units were phased out completely; one of the units to be phased out were the reconnaissance battalions that Miner had hoped to join (00:19:12:00)  Instead, one of the companies from the a division’s reconnaissance battalion plus the battalion’s indoctrination platoon merged with a battalion of LAVs (Light Armored Vehicles), effectively turning the LAV battalion the 1st Recon Battalion (00:19:22:00)  Once Miner finished he training, he received orders to join the newly-formed 1st Recon Battalion, where the company from the old reconnaissance battalion would provide reconnaissance for the LAVs (00:19:36:00)  The other three companies in the reconnaissance battalion were assigned to a different regiments (00:19:46:00)  The phasing-out of the reconnaissance battalions was a somewhat controversial move because the battalions were seen as somewhat prestigious (00:19:58:00) o When he joined the 1st Recon, Miner went through an indoctrination process, which involved going through a scout training program (00:20:14:00)  As it turned out, 1st Recon was stationed on Camp Pendleton, next to where Miner had gone through his previous training (00:20:35:00)  During the indoctrination process, Miner was doing “all the really fun stuff”, such as riding around on rubber boats, jumping from helicopters into the ocean, etc. (00:20:59:00)  Part of the indoctrination process involved Miner do memory games where the instructors laid out items, allowed Miner thirty seconds to look at them, had Miner go on a three mile run and then had him try to remember as much as possible as to how the items were laid out in relation to each other (00:21:12:00)  Miner learned how to measure the gradients of beaches, the size and strength of bridges, etc. (00:21:34:00)  When Miner first joined the battalion, it was with a larger group of men and they all went through the indoctrination together (00:21:49:00)  Once the men completed the indoctrination, they were parsed out to the individual companies in the battalion to join a scout team in the company (00:21:53:00) o Once Miner joined a company-level scout team, he was surprised to learn that there was not much in the way of a daily routine (00:22:14:00) � When Miner first joined the unit, he was told that the unit was going to be deployed in the winter of 1993/1994, so Miner assumed that the men were going to be training to get ready (00:22:21:00)  Instead, on most days, the men would sit around, cleaning their weapons and the like (00:22:45:00)  On a typical day, the men got up in the morning and ran for two hours, returned to their area and lifted weights or went to the pool and swam, broke for lunch, and then did weapons maintenance in the afternoon (00:22:49:00)  The daily routine was not as fantastical as Miner had imagined and he remembers mentioned to the scout team leader that if the men were to war at that point, they would all be killed (00:23:06:00)  Eventually, the training did increase and Miner remembers one of the first things the scout team did was travel to the Marine Corps base at Twentynine Palms, California for additional training (00:23:20:00) o Once Miner and the other men got situated into the scout teams, they realized it was like a regular 9-to-5 job, which gave the men freedom to do what they wanted in the time they were not on duty (00:23:50:00)  However, most of the men compensated this freedom by “going crazy”, such as going to the bars and strip clubs in San Diego (00:24:04:00)  Although the men could drink on-base was at the various enlisted clubs; however, there were no girls there, so most of the men went across the U.S.-Mexican border to Tijuana (00:24:14:00)  Some of the men would purchase new cars, although some of the older men tried to keep an eye on the younger ones to make sure they did not spend all their money (00:24:34:00) o While Miner was in boot camp, he received a letter from his mother saying that Miner was a great person and he was going to get through this; however, Miner had no idea what she was talking about (00:24:47:00)  It was not until later that Miner received a Dear John letter from the girl he had met at Grand Valley State (00:25:02:00)  Although Miner had talked to the girl on occasion during his training and had gone home to talk with her while on leave, they just decided to break everything off (00:25:17:00)  In a way, Miner was relieved that he had broken off the relationship with the girl because he saw other men who came into the unit with families and they had a rough time of it, especially when the unit would go off for six weeks at a time to train (00:25:28:00) o Once the men started doing training, the experience started living up to what Miner’s expectations had been (00:26:05:00)  Miner’s mentor in the unit, his scout team leader, had gone through scout/sniper school and done a lot of really neat stuff that Miner found interesting (00:26:11:00)  The team leader was twenty-nine at the time and was considered an old man by Marine Corps standards (00:26:44:00) �  Because Miner was extra motivated, compared to the other men in the scout team, the team leader took Miner under his wing and taught him a lot of the stuff that he knew (00:20:56:00) o For the most part, the other men in Miner’s unit had joined the Marine Corps for a variety of different reasons, with the most common reason being that they had always wanted to try it (00:27:10:00)  However, Miner’s best friend in the unit was Jewish kid from Massachusetts who had gotten into some trouble back home that upset his parents and to spite them, the friend joined the Marines (00:27:18:00) o Although Miner had wanted to take some classes while in the Marines, there was never any time to take them (00:28:08:00)  Miner did try to do some correspondence courses while he was deployed but most of those did not work out; he did complete a philosophy course through the University of Syracuse but he never received a grade for the class (00:28:15:00) Miner joined the 1st Recon in April 1993 and the battalion shipped out in January 1994; the men started their “build-up” six months prior to the deployment (00:28:43:00) o The “build-up” was officially named Special Operations Capable training and consisted of the men going through a series of schools, learning about tactics such as embassy evacuation, hostage rescue, etc. (00:29:02:00) o Early on, the men knew that they were going to be part of the UN involvement in Somalia; at this point, the Black Hawk Down incident had not occurred, so the Marines were going to be a supporting role to the Special Forces deployed in the country (00:29:36:00)  However, when the incident occurred in October, the entire operation changed and the plan was to remove all American forces from Somalia by March 1994 (00:29:55:00)  Miner remembers he walked into the base PX (Post Exchange) and saw a picture of one of the downed helicopter pilots being dragged through the streets on the cover of a magazine (00:30:07:00) o Miner remembers he paused and thought about how in a couple of months, he was going to be in the middle of that; still he and the other Marines were “pissed off and ready to go” (00:30:22:00) o Although there had always been a rivalry between the Army Rangers and the Marines, when it came down to it, it was about supporting another fighting person (00:30:32:00) o By Fall 1993, everything had been ironed out for Miner and the Marines to deploy and it was early to mid-January 1994 when they actually deployed (00:30:56:00)  Miner returned home to Michigan on leave for Christmas 1993 and shortly after he returned to California, boarded a ship with the other Marines to deploy (00:31:05:00)  The Marines sailed on an LSD (Landing Ship, Dock), the U.S.S. Anchorage; the Anchorage was the first ship in its class, which meant it was very old by the time Miner sailed aboard it (00:31:22:00) �  After leaving California, the Anchorage joined an Amphibious Ready Group consisting of an LHD (Landing Helicopter Dock), which carried helicopters, two LSDs and an LST (Landing Ship, Tank), which carried armored vehicles (00:31:38:00)  After leaving California, the Ready Group sailed to Singapore, where they picked up their ammunition, and then directly to Somalia (00:32:19:00)  Miner actually liked sailing aboard the ship, which he found to be somewhat relaxing (00:32:32:00) o However, by the time the ships had sailed across the Pacific, the men were tired of open water and the first island they saw, they discussed how nice it would be to just land and stay there (00:30:48:00) o Life aboard the ships was very cramped, which completely change the men’s sense of “personal space” (00:33:02:00)  From what Miner can remember, it took the ships about three weeks to sail from California to Singapore (00:33:37:00) o There was an Amphibious Ready Group already deployed to Somalia, so the commanders were not in too much of a rush to get Miner’s Ready Group there (00:33:59:00)  After the Ready Group left Singapore, the intended destination was Somalia; however, the situation in the country had heated up, so the men received additional intelligence briefings and situationspecific training, such as riot training (00:34:12:00) The landing in Somalia was an interesting event because prior to the actual landing, the ships sat visible off the coast for a while, in what Miner suspects was an attempt to intimidate the local warlords (00:35:21:00) o Miner remembers looking out and seeing an aircraft carrier and destroyers sitting there as well and not believing that they had “lost” the conflict; by that point, the men considered Somalia to be a lost-cause (00:35:34:00) o As the ships sat, Miner remembers being unimpressed with Mogadishu, which he expected to be more built-up (00:35:50:00)  A lot of fighting occurred at night and Miner and the other Marines would watch from the ship as tracer rounds flew through the city and helicopters would fly overhead and launch attacks (00:35:58:00) o Apart from the American forces in the UN coalition, there was also an Italian contingent, a Pakistani contingent, a Saudi Arabian contingent, and a German contingent (00:36:15:00) o During the briefings prior to the landings, Miner and the other Marines were preparing themselves for an old-fashioned, World War II-style landing (00:36:26:00)  Although the men knew it was not going to be a “hot” landing, they did not know what to expect and prepared for the worst (00:36:36:00) o When the landings finally happened, the men boarded landing crafts and actually landed to the south of Mogadishu (00:37:03:00) � The landing craft arrived at the beach around mid-morning and as the men rolled off, Miner remembers that the first thing he saw was a Somalia man squatting down to relieve himself (00:37:13:00)  Once ashore, the men began doing patrols around the local settlements, which were little more than mud huts with wooden fences made from sticks and briars (00:37:36:00) o The Marines did not start performing actual missions in Mogadishu until later in the week (00:37:57:00)  The warlords had been raiding the villages where the Marines were but stopped when the Marines arrived; the warlords knew the Marines were only staying for a short period of time, so they decided to lay low and wait until the Marines left (00:38:10:00)  However, some of the younger Somalis would occasionally get wound-up and take pot shots at the Marines (00:38:40:00)  Initially, the Marine’s first mission in Mogadishu was escorting an electronic warfare vehicle up to the Mogadishu airport (00:39:01:00)  During the missions, Miner was again unimpressed with Mogadishu; he had been expecting a “big” city with tallish buildings but almost everywhere, the buildings ranged from one to three stories tall (00:39:28:00)  When the Marines arrived at the airport with the electronic warfare vehicle, the personnel at the airport looked at the Marines as though they were aliens; the personnel there were walking around in their shorts and t-shirts (00:39:49:00)  At the airport, the Marines were positioned next to a group of German fallschirmjägers (paratroopers), who thought the Marines were cool-looking and took pictures with them (00:40:12:00)  The day after the Marines left, enemy forces ended up hitting the gate they had used with rockets (00:40:28:00)  Apart from the escort assignment, the Marines mostly did security patrols around the various UN buildings in the city (00:40:38:00)  By that point, Miner does not believe the UN aid effort was still going on; if there was an aid effort, it was not very intense (00:40:50:00)  There was a Swedish-run hospital in the city that took care of wounded fighters and civilians (00:40:57:00) o Miner saw quite a bit of the local Somali population; in fact, one of the most beautiful women he ever saw was there (00:41:25:00)  Prior to landing, the Marines had received warnings against interacting with the Somali women because the women had to live under strict Islamic law (00:41:31:00)  There was always this one particular woman that the men would see and although Miner wanted to wave at her, he never did (00:41:50:00)  Finally, one day, Miner decided to wave to her and as the men drove past, he did; in response, the woman shyly turned her head away (00:42:00:00) �  The other major interaction Miner had with the local population was when the Marines would set up road blocks (00:42:11:00) o From the way they were dressed to their overall attitude, Miner did not have a good impression of the other American forces in the city (00:42:46:00)  The German contingent did patrols in the city and the Saudi Arabian contingent were all business; if someone came up or the Saudis felt particularly threatened, they just shot (00:42:52:00)  The Marines never saw the Italian contingent and they only saw the Malaysian contingent very briefly (00:43:36:00) o It is hard for Miner to remember exactly how many days he was deployed in Somalia because during that time, he and the other Marines were living a day-today existence (00:43:47:00)  The Marines arrived in Somalia prior to Miner’s birthday, so he used his birthday as a sort of baseline and he figures it was a couple of weeks after that before they left (00:43:54:00)  The men would go on patrols, go back out to the ships, land again, and go on more patrols (00:44:04:00) o For the most part, the Marines never really encountered any actually enemy opposition (00:44:24:00)  On occasion, the enemy would make probes of the perimeter at night; the men would hear rustling but they had no way of knowing if it was an animal or a person (00:44:31:00)  Once the Marines thought whatever it was had gotten close enough, they would launch a flare, which would cause whatever it was to stop and inevitably, leave (00:44:45:00)  Although the men had been warned about the possibility of enemy mines and were told to watch for garbage along the side of the road, it was nothing like it was in Iraq or Afghanistan later (00:45:01:00)  The Somalis did not have remote detonation capabilities and had to use good, old-fashioned mines, which did not worry the Marines too much (00:45:08:00)  If there was a “disturbance” in the road, the Marines would just drive around it (00:45:15:00) After leaving Somalia, there was a plan in place for the Marines to go into Rwanda, although it never materialized; the Marines did go to northern Kenya to train the Kenyan military to stop warlords from raid across the Kenyan-Somali border (00:45:31:00) o The operations in Kenya were cool because it gave the Marines a chance to live with the local population and get to know them (00:46:02:00) o Operations in Kenya were different than those in Somalia because the Marines were operating in a jungle-environment (00:46:10:00)  Although the men would sleep in their vehicles, they would spend time with the local Kenyan population and would train with the local militia forces (00:46:21:00)  The local population was still living in grass huts, so the Marines must have seemed like spacemen stepping off a flying saucer (00:46:42:00) �   The adults would often stand back and watch the Marines but the children would come right up to them, who would share candy with the children (00:46:53:00) o The men did not spend more than a week at the border before they returned to their ship (00:47:12:00)  The men did receive some liberty time and were able to go into Mombasa, Kenya, which was fun (00:47:18:00)  Mombasa was more in line with what Miner had expected the African cities to be (00:47:28:00) Before leaving East Africa, the Marines had to go through “pass and review”, which involved the men wearing their quasi-dress uniforms and standing at attention as a sign of respect (00:48:08:00) o Having to go through the ceremony upset some of the men because in their minds, they had still lost the fighting (00:48:21:00) After the “pass and review”, the ships stayed in the area for a little while longer, in the event something broke out, before eventually sailing to Australia, which was what all the men had been waiting for (00:48:31:00) o The ships sailed to Fremantle and Perth, Australia; Fremantle was the harbor town and Perth was the larger city (00:48:43:00) o The Marines stayed in Australia for five days and luckily, one of Miner’s friends was in-charge of the duty roster, so Miner never had to stand guard (00:48:51:00)  Instead, Miner and his friends partied the entire time they were there, sleeping maybe two nights during the five days (00:48:58:00) o From Australia, the ships sailed to the Philippines and then on to Hawaii before finally returning to California (00:49:12:00) o Miner did not realize that the seasons flipped once someone crossed the equator, so the men went from 130° plus in East Africa to Australia, where it was winter and freezing cold (00:50:02:00) Return Home / 2nd Deployment (00:50:51:00)  When the men returned to San Diego, it was odd for them because they got off the boats, turned in their equipment and were able to go out; however, the people around them had no idea what the men had done or gone through (00:50:51:00) o Miner was somewhat resentful of the fact that people did not know what they had done; the only real news he saw about them was when his mother mailed him a small newspaper clipping about the men’s deployment (00:51:31:00) o After they had returned, the men had some downtime, which so men used to go on leave, while other slipped into a more relaxing schedule, closer to the 9-to-5 schedule the men had followed prior to deploying (00:52:06:00) o A couple of months after the men had returned to San Diego, word came down that they were going to deploy again; Miner personally was okay with the orders because he enjoyed being aboard the ship and traveling around (00:52:26:00) o Initially, Miner and his roommate had planned to try and join Force Recon, which was the Marines’ version of the Navy SEALs; however, Miner had gotten a little out-of-shape by this time (00:52:43:00) �   Nevertheless, the roommate tried out for the unit, failed the first time, tried out a second time, and made it (00:52:59:00)  When the roommate made it, it motivated Miner, who began getting back into shape (00:53:04:00)  Although Miner did fairly well during his first tryout, he still failed; however, he figured that if he tried out a second time, he would make it through (00:53:12:00)  However, by this point, Miner had met a girl from L.A. and he began rethinking joining Force Recon; if he joined the unit, he would have to extend his enlistment at least another two years to account for all the training he would need to go through (00:53:21:00)  Instead, Miner decided against trying out a second time and decided to just go through with his second deployment (00:53:41:00) When he enlisted, Miner had always intended to go through a single enlistment, nothing more; Miner had liked going to Grand Valley State and decided that he would like to go back there (00:53:51:00) Eventually, Miner began his second deployment in November 1995 (00:54:27:00) o By the time of the second deployment, Miner’s mentor in the scout team had moved on and Miner had taken his place as the scout team leader (00:54:51:00)  During the build-up prior to the deployment, Miner was busy training some of the new men in the scout team (00:55:56:00) o The deployment was expected to be relatively easy, so the ships sailed to Japan and Hong Kong before continuing on to the Persian Gulf; at that point, there was nothing really going on (00:55:16:00) o On the voyage across the Pacific, the ships were hit by extremely powerful storms; Miner’s ship’s commander had been in the Navy for thirty-two years and according to him, those were the worst storms he had ever seen (00:55:36:00)  There were fifty to sixty foot swells at some points, with waves coming over the flight decks on the backs of the ships (00:55:46:00)  There were a few days where the men were confined to their berths and they had to take belts to secure themselves (00:55:54:00)  Miner thought they were going to sink but the Navy sailors said “no, U.S. Navy ships do not just sink” (00:56:06:00)  Miner eventually became used to the swells because he never really got seasick; it reached the point that Miner was the one who was sent to the mess to bring back the food for everyone else (00:56:19:00)  During the storms, the ships were sealed to keep anyone from going ondeck, although Miner remembers once sticking his head outside and being scared of how violent the ocean looked (00:57:11:00)  It almost looked as though the ocean were alive and trying to kill them (00:57:26:00) o The attitude of the men during the second deployment was much less serious and much more toned back (00:57:39:00)  During the Somalia deployment, the men had made pacts that if they were going to be captured, they would shot each other (00:57:44:00) � The men had heard the stories about what had happened to men who were captured and tortured and none of them wanted to go through that (00:57:54:00)  The men were always told to remember that when they went ashore, they were not only Marines but also U.S. diplomats and they were to not make the U.S. look bad (00:58:12:00)  The men did a lot of diplomatic missions, such as going to an orphanage in Singapore and fixing the children’s bicycles or building a Special Olympics workout center in the United Arab Emirates (U.A.E.) (00:58:29:00)  The men also did training with the various militaries, such as jungle training with the Singapore Army and a lot of training with the U.A.E. military (00:58:45:00) o Previously, the U.A.E. had purchased some of the new Russian BMP-3s Infantry Fighting Vehicle, so the Marines were climbing all over them as the Russian advisors told them to get down (00:58:56:00)  Miner had his camera with him and was taking pictures of the interior of the vehicle because up until that point, no one had seen the interior of one before (00:59:07:00)  The BMP-3 was the Russian version of an armored personnel carrier; however, because it was Russian, it was much more cramped and far more uncomfortable than Western versions (00:59:16:00)  Although the vehicle was considered high-tech by the Russians, once Miner got the pictures developed, the Marine commanders were somewhat unimpressed with it (00:59:29:00) o At the time, the BMP-3s in the U.A.E. were assigned to a U.A.E. mechanized infantry unit that the Marines were training with (01:00:22:00) o The Marines would train with the U.A.E. forces for a little bit, go off and do their own training, then come back and train more with the U.A.E. forces (01:00:39:00)  None of the U.A.E. soldiers spoke English and the Marines had not been assigned an interpreter but both sides managed to communicate using hand signals (01:00:46:00)  Although the Russian advisors for the BMP-3s spoke English, none of them spoke Arabic either (01:01:01:00) o The nature of Miner’s unit was that he and the other Marines in the unit did not have as much interaction with officers (01:01:29:00)  Often, the scouts would be flown out to an area to perform an operation and would meet up with ground transport later; although some of the scout �  could be done from vehicles, some of it still needed to be done by men on the ground (01:01:34:00)  For example, during one part of the deployment, the scouts spent time in Kuwait and the entire time, they were in positions along the Kuwaiti-Iraqi border (01:01:53:00) o At one point, intelligence showed that the Iraqi armored forces were mobilizing towards the border, so Miner and the other men were briefed on how they would do delaying actions all the way back to Kuwait City (01:02:08:00)  Outside of Kuwait city were a series of hills and once the men reached them, they were to turn around and make their last stand (01:02:32:00)  However, the Americans flew tanks along the border and the Kuwaitis brought up their own armored forces, which caused the Iraqis to back down and return to their base (01:02:43:00) o Prior to the deployment, Miner’s scout team received some new members, one of whom was an older man, around thirty to thirty-one years old; whenever the ships would pull into port, instead of going out and drinking at the bars, Miner would stay behind with that Marine (01:03:13:00)  The man had been to college and knew the history of all the places where the men went; therefore, when the men arrived in Malaysia, the man explained how the Dutch and Spanish had fought over it (01:03:33:00)  Another time, the men were in Bahrain and Miner and the man snuck off the base to visit an archeological site (01:03:58:00)  Because of the other man, Miner was able to get much more culturally out of his second deployment than his first deployment and was better able to appreciate the cultures of the other countries (01:04:05:00) The deployment ended in Spring 1996 and the men returned to San Diego; for the most part, the return to San Diego was the same as it had been following the first deployment, although this time Miner had a girlfriend waiting for him (01:04:22:00) o After he had returned to San Diego, Miner became an instructor for the scout school, which involved a lot of classroom time, teaching things such as vehicle identification and tracking (01:04:43:00) During his first deployment, Miner was promoted meritoriously, which meant he had attained higher ranks fairly early; by the end of his enlistment, he was told that if he stayed in, he could make a great career out of the Marines (01:05:18:00) o When Miner mentioned he want to go to school, he was told he could go to school and become an officer (01:05:31:00) o Although Miner was seriously considering re-upping, a series of circumstances happened that caused him to change his mind (01:05:35:00) Post-Military Life (01:06:24:00)  Once he was finally out of the military in the summer of 1996, Miner returned to Michigan and to Grand Valley State with the intention of double-majoring in History and Archeology/Anthropology (01:06:24:00) � o Readjusting to civilian life was extremely difficult because Miner was so used to life in the military (01:06:33:00)  If he went out and blew his entire paycheck in the Marines, it was not as big a deal because he could still come back, sleep in the barracks, and eat in the mess hall (01:06:39:00) o Miner did stay in the Marine Corps reserves, mostly because he was not quite ready to let go yet (01:06:53:00)  However, the reserves were far different than the active-duty, with far less discipline amongst the men (01:07:00:00)  After staying in them for about a year, Miner finally left the activereserves; although Miner stayed on the inactive-reserves, which meant there was a chance he could be recalled, that was never really something he worried about and he finally left all together in 2000 (01:07:24:00) o While going to school, Miner met his wife and took time off and on, such as when his children were born, before finally graduating in 2003 with a degree in Archeology/Anthropology (History became his minor) (01:08:24:00) o After graduating, Miner was looking at attending graduate school at Michigan Tech (01:08:45:00)  However, he and his wife had three children at the time and it would have been too much, so Miner put away the idea of going to grad school for a couple of years (01:08:52:00) From his time in the Marines, the main thing Miner gained was an appreciation for how the rest of the world lives (01:09:21:00) o Based on Miner’s own opinions, people in the United States do not realize how insulted they are from a lot of the realities of life (01:09:27:00)  For example, while in Somalia, people were being killed on a daily basis but it was considered an everyday course of life; although this was shocking to the Marines, it was normal for the Somalis (01:09:35:00)  In the main village where the men would stay, there was a teenage goat and sheep herder and would walk his animals to the water hole every day and then back (01:10:08:00) o The Marines were positioned in an observation post along the route the herder took and he would wave to them as he passed (01:10:24:00) o However, one day, the herder walked past, waved to the Marines, took a few steps, and exploded; dead sheep where knocked to the side and the herder’s body was thrown into the air (01:10:30:00) o Initially, the men thought they were under attack, so they hunkered down and then speculated that the herder had walked into a mine field (01:10:47:00) o The herder did not die right away and after a few moments, Miner volunteered to go out because he was an aide man for the unit (01:10:53:00) �     However, as Miner got up, the platoon sergeant told him he could not go because they had no way of know what was out there (01:11:11:00) o Although Miner initially thought about going out anyway, he did not; instead, he went back and the men watched as the herder bled to death (01:11:36:00) o As the men were sitting there, Miner remembers a woman coming up; Miner had seen other people grieve over a death but he had never seen the type of grief that was on that woman’s face (01:12:05:00)  The woman was pulling her hair out, screaming at the ground, hitting the Marines, etc. (01:12:20:00)  The men later found out that the herder was the woman’s last child; all her other children had starved to death (01:12:44:00)  Other times, the men saw people living in grass huts and being completely happy with it, which is totally opposite of how Miner thinks most Americans would react (01:12:58:00) Whenever the men traveled in and out of Mogadishu, they saw the burned out wreckage of vehicles that had been destroyed in previous fighting (01:13:50:00) o Even the airport had the remains of MiG-21 jets that had been burnt out and destroyed (01:14:01:00) o The men knew that they were in a war zone; all of the buildings had at least a few bullet holes in them (01:14:10:00) As a call back to his time in the military, Miner still wears his wristwatch on the inside of his wrist (01:14:47:00) o Whenever the men were hunting enemy snipers, the reflection from wristwatches could be seen from far away (01:14:55:00) Miner admits to suffering from some mild PTSD (Post-Traumatic Stress Disorder); although he has had some bad dreams, it is nothing compared to what the veterans of Iraq and Afghanistan are going through with their own PTSD (01:15:14:00) o Miner ends up having to sleep with a gun within arm’s length of him because that was something engrained into the culture of the Marines (01:15:31:00) When the attacks happened on 9/11, Miner did give some thought to re-enlisting in the military (01:16:12:00) o Miner’s old roommate from college, who had joined the Army, served in Bosnia and was slated to go to Afghanistan before he managed to get out because of the things he had seen in Bosnia (01:16:14:00) o However, before the roommate was discharged, he called Miner and told him that he could get Miner to Afghanistan; all Miner had to do was join the Army because the Special Forces were looking for new recruits (01:16:57:00) o Although Miner thought about it, he knew in the back of his mind there was no way it was going to happen, especially when he talked with his wife; if he was not going to go to grad school, there was no way he was going to pack everything up and go fight on the side of some mountain in Afghanistan (01:17:16:00) � 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 MinerW1466V Title A name given to the resource Miner, William (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Miner, William Description An account of the resource Will Miner was born in Lennon, Michigan in 1973. After graduating from high school, Miner attended Grand Valley State University for a year before deciding to enlist in the Marine Corps. Once he completed his basic training at the Marine Corps Training Depot in San Diego, California and his advanced training at Camp Pendleton, California, Miner joined the 1st Reconnaissance Battalion. In January 1994, Miner and the remainder of the 1st Recon deployed to East Africa to take part in the American operations in the region. Apart from operations in Somalia, Miner and the battalion briefly served in Kenya and Rwanda before returning to the United States. After a year, Miner deployed a second time, this time to the Persian Gulf region, where he participated in operations in the U.A.E. and Kuwait, amongst other places. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Kentwood Historic Preservation Commission (Kentwood, Mich.) WKTV WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Other veterans & civilians--Personal narratives, American United States. Marine Corps 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 2012-11-20 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/3936f5a801a3eb600ac7d603631e1431.pdf fc1513fee8846bc1b5f6896fe061e8fc PDF Text Text Young   L ords   In  Lincoln  Park   Interviewee:  Minerva  Solla   Interviewers:  Jose  Jimenez   Location:  Grand  Valley  State  University  Special  Collections   Date:  10/4/2016   Runtime:  00:41:11         Biography  and  Description   Oral  history  of  Minerva  Solla,  interviewed  by  Jose  “Cha-­‐Cha”  Jimenez  on  October  04,  2016  about  the   Young  Lords  in  Lincoln  Park.   She  was  born  in  New  York  City  and  raised  in  the  West  Side  of  Manhattan  in  the  Chelsea  area  around   17th  Street  and  8th  Avenue  near  the  17th  Street  Park.  The  projects  were  primarily  Puerto  Rican  and   Black  but  it  was  always  in  conflict  with  the  Sicilian  Italians  and  the  Irish  of  the  Village  neighborhood...   There  were  some  youth  who  were  members  of  the  Assassins  gang  and  when  things  got  rough  they   would  travel  to  Upper  Manhattan  and  bring  back  more  Assassins  to  help  protect  the  people  of  their   neighborhood,  mostly  with  baseball  bats,  chains  and  knives.       �Minerva  grew  up  in  NYC  with  the  younger  Cuevas  family  kids  and  remembers  traveling  back  and  forth  to   Puerto  Rico  where  she  lived  during  her  teenage  years  and  is  the  home  of  most  of  her  relatives.  In  Puerto   Rico  she  lived  in  the  barrio  or  neighborhood  of  Collores  of  the  town  of  Juana  Diaz  not  far  from  Villalba.   She  visited  with  her  Grandmother,  Antonia  Pacheco,  a  retired  school  teacher  from  the  University  of   Puerto  Rico.  Her  mother  Aida  Hernandez  Garcia  was  born  in  Villalba,  a  country  and  she  remembers   picking  up  fallen  avocados  off  the  ground  for  dinner.  Her  father  Edwin  Diaz  hailed  from  the  city  of   Santurce  and  Minerva  recalls  always  visiting  the  post  office  with  her  Grandfather  where  a  few  of  her   uncles  worked.  She  is  one  of  three  sisters  from  her  mother’s  side,  and  another  sister  from  her  father’s   side.   Minerva’s  sister  was  proactive  in  the  community  and  she  joined  the  Young  Lords  in  New  York  in  1970,   right  after  they  split  from  Chicago  and  changed  their  name  from  YLO  to  YLP.  Her  family  did  not  want  her   involved  because  they  thought  it  was  a  gang.  However  she  says  that  it  was  in  the  Young  Lords  that  she   learned  her  history  and  felt  Puerto  Rico  in  her  heart,  even  though  she  was  born  in  New  York.  There  was   a  saying  in  Spanish  that  she  recalls:  Yo  no  naci  en  Puerto  Rico  pero  Puerto  Rico  nacio  en  mi.”  I  was  not   born  in  Puerto  Rico  but  Puerto  Rico  was  born  in  me.   �Transcript JOSE JIMENEZ: Give me your name and where you’re from. MINERVA SOLLA: Okay, Minerva Solla, Puertorriquena de Nueva York. JJ: Okay, all right. MS: -- you want me to start or just talk about my life? JJ: If you can give me your name, where you were born, anything related to how you got to the Young Lords. And then we’ll start from there. MS: Okay. JJ: Okay. Anytime, go ahead. MS: Okay. My name is Minerva Solla, and I was born in New York City. I came from -- parents from Puerto Rico. JJ: From where? MS: Puerto Rico. And my mom was born in Villalba and my dad in Santurce. And all my family is in Puerto Rico. And I lived in Puerto Rico when I was a teenager, and I was always back and forth from New York City to Puerto Rico. My parents came -- [00:01:00] JJ: Who’s your parents -- names? What are their names? MS: Mami’s name, Aida Hernandez Garcia. And my dad, Edwin Solla. JJ: Okay, and now what about brothers and sisters? MS: My sister was born -- Gloria, and she was born in Santurce, Puerto Rico. And my other sister, her name [Evelyn?] and then I have another sister from my dad’s side named [Jeannette?] Solla. 1 �JJ: Okay. And when did move here from Puerto Rico? You said they’re in Puerto Rico now? MS: Well, my sister, the one that was born in Puerto Rico, she actually lives here. Well, she lives in New York and she’s a teacher. And she, right now, she’s with the union, United Federation, UFT. And she stays involved. She used to work in a post office, put herself through school, went to City College. And now [00:02:00] she retired but she’s still very active with teaching when they need her. And she’s active in the community. JJ: Teaching? MS: Yeah, she teaches. She’s a teacher with the disabled. JJ: With the disabled? MS: Yes, disabled. Mm-hmm. JJ: And then, okay so Minerva, you grew up in New York, but you said you went back and forth. MS: Yes. I grew up in New York City, but always back and forth to Puerto Rico. My grandfather -- we used to go to Collores and that’s next to Juana Diaz. So I was always -- I lived in Juana Diaz for a short period of time with my uncle and aunt. But we were always either in Juana Diaz, Collores, or Santurce. And we would go in the summer because that was the cheapest time to go, during the summer when it’s really hot. So we would [00:03:00] spend most of our summers over there in Puerto Rico. JJ: What did you do when you went there? 2 �MS: I used to go with my grandfather a lot to Avenida de America. We used to go to the post office and that was my dad’s side of the family. But my mom’s side of the family, which is my grandfather, he used to -- (Spanish) [00:03:25] So I’m going to be talking New York Rican style. (Spanish) [00:03:31] He used to always be on his horses so we used to go to the farm, and he used to have a machete, and he would -- I always admired him. He had a really big hat and always -- (Spanish) [00:03:46], he was chopping caña all the time. So we would go to the beaches though a lot around the Boquerón area and Aguadilla. And we were always in Ponce, and I [00:04:00] have -- all of my family is there right now except for me and my -- JJ: In Ponce? MS: Well, yeah, all over Puerto Rico. JJ: Okay. And did you say how many brothers and sisters you had? MS: We have three girls altogether. And then I had another sister from my dad’s side of the family. JJ: And -- so this is when you were older, going back and forth right? MS: No, when we were young little girls and I lived in Puerto Rico during my teenage life for a little while, but I was back and forth since probably five, six, ten, all the way up to thirteen years old. Including when I joined the Young Lords Party. So when I joined the Young Lords Party, I had a young daughter, and I named her [Taina?]. She was probably maybe one of the first Young Lord baby. And Mickey Melendez gave me [00:05:00] a baby shower. And Taina because I thought it was going to be a Taino, but it was Taina, so we changed the o to a. 3 �And when she was a little baby I would go visit my grandmother in Santurce. And that was during the time -JJ: What was grandma’s name? What was her name? MS: My grandmother, her name was Antonia Pacheco. She was a teacher in Puerto Rico. JJ: She’s another teacher? MS: Yeah, for the University of PR. And she obviously passed away a while ago. And we were always around my grandmother with the other teachers of Puerto Rico. But her brothers, they worked in a post office and one of them was like a big position. And one of the first -- his name was Pacheco too, his last name. And he had a big position in the post office, so that’s why we were always in the post office. It was like a thing with my grandfather, taking us to the post office. JJ: In this is in Santurce? [00:06:00] MS: Yes. So my grandmother was a teacher in the University of Puerto Rico, yes. JJ: Oh so she was there. And you would hang out with your grandmother -- MS: My grandmother, my grandfather, and also from my mother’s side, he -- JJ: And your grandfather’s name was? MS: Daniel. Daniel Pacheco. JJ: From your mother’s side? MS: From my mother’s side it was Gabriel. Gabriel Garcia. JJ: And he was from Santurce? MS: No, Gabriel was from Collores. JJ: Collores, okay. There’s a song -- 4 �MS: Juana Diaz I know. There’s a song about Collores. And that’s where -- Villalba is the little town where they had the -- it’s known for gandules. Gandules. So we used to be opening the gandules. Yeah, they used to teach us how to do that. And in Villalba, I have a lot of cousins there and we used to climb the trees to get the aguacates. So we used to, you know, [00:07:00] that kind of stuff. That’s how we used to play. JJ: And you just climbed naturally? MS: Yeah, yeah. But then a lot of times they were -- JJ: How far did they fall down? MS: Well a lot of times they were just on the ground, the aguacates, and we would pick them up and bring them to our mothers. JJ: So that was a (inaudible) campo? MS: That was a campo. Absolutely, a campo where most of the mosquitoes were (Spanish) [00:07:24] but I guess for all Puerto Ricans we -- JJ: (inaudible) Was there a bathroom? MS: No. We used to -- a latrine, you know? And we used to have the outbox. JJ: Outhouse? MS: Right that’s what you call it? Yeah and not too many people like doing, I guess. Just the generations that came after me -- JJ: They don’t know that. MS: No, they don’t know that. But as little girls, not in Santurce. We had the bathroom in Santurce -- my grandmother’s house there. But in my grandfather’s, my mother’s side was the [campesino?]. [00:08:00] 5 �JJ: Ah. So let me -- tell me about New York, coming back and forth to New York. MS: Yeah, coming back and forth from New York. When my mother -- when she came to New York, it was like in 1948 around there. And that was like an influx of Puerto Ricans coming to New York City. And of course when they came to New York City, they were coming into the factories. And my mother used to work in a restaurant -- a Puerto Rican restaurant. And all the Puerto Ricans used to go to this restaurant because everybody was here from Puerto Rico and that’s where they were in the garment industry. So my mother worked in a restaurant. She put us in Catholic school. JJ: What’s is the garment industry? What’s -- MS: The garment industry was in Chelsea, Manhattan. [00:09:00] And that’s 15th Street, 16th Street, 17th Street, downtown Manhattan, and it’s on the West Side. It was called the Chelsea area -- JJ: Is that a Puerto Rican neighborhood? MS: Yes. A lot of Puerto Ricans but there was Irish and there was Italian. So it was really bad for Puerto Ricans there at that time -- JJ: What do you mean? MS: Because we were seen as the new group coming and like the immigrants, even though we’re citizens of the United States. But we were seen as the immigrants coming in. The Irish was there before us, and the Italians were there before the Irish. So the groups did not get along and there was a lot of gangs that were, I guess -- JJ: So the gangs, in those gangs, were there women? 6 �MS: There were gangs. JJ: What about the women? MS: They were. They were the Assassins, and they were also in the gangs. [00:10:00] JJ: And they were gangs too? MS: Yeah, they were called the Young Assassins. JJ: Were the women and the men fighting or? MS: Yes. A lot of fighting. A lot of killing, knives. Everyone wore -- the Assassins wore black leather coats and actually berets. They weren’t Black Panthers, but they were gangs. JJ: [So this would be around the ’60s?] MS: That was in 1970 -- not it had to be in 1966. Well maybe it was 1965, around there. JJ: And they were kind of -- the Assassins were kind of big at that time. MS: Yes, they were called the Assassins and then the younger groups which were the teenagers, they were called the Junior Assassins. And they were mainly Black and Puerto Rican. So the Puerto Rican and Black people in the Chelsea area, very tight. And it was -- culturally, [00:11:00] we were together through the dancing, through food, through soul food, through the arroz con gandules, through the rice and beans. And when there ever was any gang fights, it was Black and Puerto Rican against Italians. So we were called Spics, just like the West Side Story, right? It was basically the West Side Story said a lot about that 7 �time, so the Italians were called Guineas, and we were called Spics. That was derogatory for Puerto Rican, Spics. JJ: Was that a real group? You know, like the Young Lords that they come from the West Side Story, did you know that? MS: They came from what? JJ: The color purple came from the West Side Story. MS: Oh, look at that. JJ: Yeah. [That’s the only hero they had. But that’s where we came from. We dyed our shirts purple and everything?]. [00:12:00] MS: Oh, look at that. JJ: (laughs) But that was -- that was the big thing at the time in New York. When the movie came out? MS: Yes. The West Side Story? Yes. It was big. JJ: (inaudible) That’s the only hero they had from the movie. And then they moved to Chelsea and that’s when they (inaudible). MS: Yes we were -- so the Puerto Ricans were in the Chelsea area in Manhattan which was -- JJ: Was the West Side Story about that [happening?]? MS: Yes. Mm-hmm. Yes. And then, when you go upper Manhattan, it was the Dominican community. So we were kind of divided. The Dominicans were upper Manhattan, the Puerto Ricans were in the 17th Street Park. Gil Scott, Gil ScottHeron, he came from 17th Street and his song on the cork and the bottle, he talks about 17th Street. So 17th Street was [00:13:00] a park, but there was a lot of 8 �drugs and a lot of young people using drugs and a lot of alcoholism going on during that time. And there was, you know, unfortunately there was like fights between again, the Italians and the Puerto Ricans. And they -- the Assassins were from upper Manhattan, Harlem, and outside of New York City. And when there was going to be a gang war fight, they would come in. There was a lot of women. They used to put the -- the women used to put the razors like before they went into the fight, in their hair. It was very common, you know, to cut each other up. JJ: This was mainly Blacks and Puerto Ricans? MS: Yes. JJ: So I guess [clearly?] the Black and Puerto Rican communities hung out together basically? MS: That’s how New York City was. JJ: (inaudible) Sometimes I feel there’s more [00:14:00] in New York than in Chicago. They’re more -- Chicago is more like (inaudible)-oriented, and New York is more urban and a lot closer to the Black community. Well, to the culture. I don’t know about (inaudible). MS: Well we had the projects. And in the projects, the only people that lived in the projects were Black and Puerto Rican, right? And then in the tenement houses, where we all had -- it was only maybe a couple of blocks from where we lived. We went to the schools together, we played basketball. We mainly met through the dances, and it was a very tight connection with Black and Puerto Rican. With a lot of stuff, it was not just the culture. It was the food, it was the soul food, rice 9 �and bean, very -- we used to go to La Taza de Oro. [00:15:00] It was on 15th Street on 8th Avenue. So that’s where Black and Puerto Ricans, we introduced our Black sisters and brothers to La Taza. And that was a Puerto Rican restaurant that just recently closed. It was 50 cents to get rice and beans during that time. So we connected even though we weren’t -- our group was not part of the gang. But we used to wear the black leather. JJ: The black leather jackets too? MS: People had the alpacas. JJ: Yeah, we had like (inaudible). MS: But when there was any trouble in the neighborhood, there was some -- couple of people in our group that was part of the Assassins and if there was any trouble, they would bring in the Assassins to -- JJ: So the Assassins were a big [help?] (inaudible). MS: Big. JJ: They came to the (inaudible) for you. MS: Mm-hmm. Mm-hmm. Yeah. JJ: And they were women. MS: There were men and women. JJ: Men and women? MS: Yeah. In our group, there was a young woman [00:16:00] named Mickey, and her last name was Melendez. So Melendez, they had maybe seven and they were in the Assassins. [Danny?] Melendez, all the Melendez. All of them. All of them. 10 �JJ: So this was the Melendez (inaudible), and Mickey is (inaudible). MS: Well it wasn’t that Mickey Melendez. JJ: Isn’t that the same one? MS: No, there was another. It wasn’t that Melendez that belonged -- they were younger than Mickey that belong in our group in Chelsea. It was Chelsea. JJ: But they were Young Lords too? MS: No, they just were from Chelsea, and I grew up with them. JJ: And you grew up with them. MS: Oh, wait. I’m sorry. The name was [Cuevas?]. Danny Cuevas. The Cuevas family. JJ: And you grew with up with them? And so how were they since you grew up together? MS: They were real Puerto Rican. They were Puerto Ricans. JJ: What does that mean? MS: Well [00:17:00] when you’re a Puerto Rican, whether you were born in Puerto Rico. You know that saying? (Spanish) [00:17:06] Growing up and even now, Puerto Rico is in everybody’s heart. So I guess when I say real Puerto Rican, when you see a Puerto Rican, Boricuas. Okay, Boricuas, you know? So that’s what the Young Lords were about. When we heard about this Puerto Rican group, we said, oh, it’s a Puerto Rican group. Let’s go check out Felipe Luciano in Brooklyn College. And when he spoke about what they were doing as Puerto Ricans, we joined the Young Lords. However, in New York City, the majority were Puerto Ricans that joined the party, but we also had African American and 11 �then also other sisters and brothers from another Latin American -- like Salvador, [00:18:00] from another part of Latin America. But mainly everybody was Puerto Rican. JJ: Were your parents political? MS: Mami, I would say Mami, she -- so for instance, she liked Kennedy because -- so she talked about the good that Kennedy was doing. And then she also liked Martin Luther King. But basically she was very poor, and her mom died when she was maybe eight years old. So her dad couldn’t keep them because he didn’t know how to raise them actually. So there’s something that’s called (foreign language?), [00:19:00] so she grew up with her cousins and her aunt. They took her in, but she basically -- she said she never had dolls. She made out of the broomsticks, she used to make her dolls. And she was like a Cinderella I guess. She used to have to shine the wooden floors, you know? She didn’t have her schooling. I think she had to leave school when she was eight years old to care for the house. And then when she got older, she came to New York City looking for a better life. And because they said it was going to be a better life, but she landed working like my aunt in the garment industry and in the restaurant part-time. She had us go to school. While we were in school at three o’clock she would leave her job to take care of us. She actually was a single mom because my dad never lived with her. He would come in and out of the house, [00:20:00] but she raised three daughters and then in the summer -- I don’t know if you know about La Villa. But Las Villas is an area where a lot of the Jews used to go and it’s like, La Villa is in Plattekill, New York -- upstate New 12 �York. And then when the Puerto Ricans came in, everybody goes to La Villa. La Villa, (Spanish) [00:20:24], they used to bring Gran Combo, all the dancing. Then that’s where we used to go when we were little girls and we would go with our mothers and our aunts. And that was where you went for Labor Day, Fourth of July, Las Villas. JJ: In New York. Upstate in New York. MS: Yes and every Puerto Rican and people from Puerto Rico used to come, would go to Las Villas. So it was like -- it’s in the Catskill region. So it’s -- and that’s upstate New York. And now, they don’t do that anymore. I think they do stuff but it’s [00:21:00] not like how popular it was like the Palladium, in New York City. All the people that used to go to the Palladium used to go to Las Villas. JJ: So you went to the Palladium too? MS: You know, I might have gone to the Palladium maybe once. My sister used to go to the Palladium a lot. JJ: And that was -- everyone went there. MS: Every -- all Puerto Ricans went there, the Palladium. Yeah. And everybody went to Las Villas. And everybody went to Orchard Beach. That was our Luquillo. JJ: So you went to Las Villas. You went to Las Villas? MS: Yes. JJ: And how was that? MS: Las Villas was -- I was maybe eight years old. Eight, nine, ten. And La Villa was fun to go because it was -- JJ: And what happened there? Why was it fun? 13 �MS: It was fun because it was a lot of the energy. (Spanish) [00:21:47], dancing, salsa. They would bring in bands, Gran Combo, all the bands that -- Tito Nieves and while our parents used to go to the [00:22:00] main ballroom and dance, we used to stay in the room. But we would hear the music. They also had swimming pools in New York City at the time. We never went swimming. So when you go to the Catskill region, they had swimming pools, and we used to like that. It was getting out of the city, and it was a connection of Puerto Rico. Because when we used to go to Puerto Rico, the first thing, place we would go to, we would always go, was la playa, the beaches. That’s where we were always. JJ: [And where would you go? To what beaches?] MS: In Boquerón? JJ: In (inaudible)? MS: Cabo Rojo, Boquerón. And then -- JJ: I’ve never been to the beach in Puerto Rico. MS: Oh my goodness. JJ: (inaudible) MS: So if you go like in Boquerón, you can go like beach to beach to beach. They have Guánica, they have Playa Gorda. They have Gilligan’s Island they call it. It’s actually a little island and they have [00:23:00] beautiful beaches. Playa Buyé is a small little beach, so you can go beach-hopping. So, on that part of Puerto Rico. JJ: So basically growing up in that neighborhood, what was it like? 14 �MS: In New York City? JJ: Yeah. MS: It was -- our parents were really strict, but we used to play basketball a lot. And we used to play baseball. And everybody was Puerto Rican like I said, Puerto Rican and Black. There was a couple maybe white girls that belonged to the group, and you can say that (Spanish) [00:23:44] because they dance salsa. They just connected with our group instead of connecting with the Italians and the Irish because it was a very divided. JJ: (inaudible) [00:24:00] Because we didn’t have [any leader?] How was that in New York? [As a group?] (inaudible) MS: No, we were not timid. We were not intimidated. We basically -- the neighborhood was really our neighborhood. And when we walked in those streets it was -- our streets. So, 17th Street Park was like our park. And when we would go to the projects, it was like our projects. Everybody knew each other and even if you were out late at night, the [wino?], they knew you. They didn’t mess with each other. However, when you crossed the line down to the Village, if you went like to West Fourth, West Third Street, you had to be really careful. You couldn’t go by yourself. You had to go in groups because that’s where there was more Italians [00:25:00] in that area. So they used to have that, Sicily, I think, Italian festival every year. We were always told not to go there. Some of us would go there and then were always -- JJ: So they were (inaudible). MS: That’s where there were fights. 15 �JJ: They were ready to jump on you? MS: Yes, mm-hmm. JJ: And what years was this? MS: That was in the ’60s. JJ: And they were still jumping on Puerto Ricans in the ’60s? MS: Mm-hmm. Yeah. JJ: I mean there was none of that in Chicago. So tell me about -- what did you do with Young Lords from the beginning [up until now?] MS: So with the Young Lords, when we were in high school and I guess that was around 1969 because I joined the Young Lords in 1970. So a lot of the Puerto Ricans in the community, we were hearing -- JJ: Did you see (inaudible)? MS: Well, my mother didn’t agree with -- JJ: And she wasn’t for Kennedy. (inaudible) MS: They didn’t agree with [00:26:00] the Young Lords because they said they were - JJ: They were not in the [communist?] party or anything like that. MS: No. They were -- our parents thought -- the talk about the Young Lords with my parents and people her age, their age, it was that they were a gang. So they didn’t want us to get hurt. JJ: They didn’t want you to be in the Young Lords. MS: Right because they said it was a gang. In Puerto Rico, every -- mostly my dad’s side of the family, they disowned me. I couldn’t go to their home. When I went to 16 �Puerto Rico, I was able to go to my grandmother’s house because she supposed what I was doing. She might have not supported the politics because I was for the independence of Puerto Rico. I stood up for that. And in New York City though, our parents thought that if you join the Young Lords, you’re going to be in a gang. You’re in a gang. [00:27:00] And they saw it as fighting. They saw that we were going to get hurt. And I was a young girl. So it was like, that is not for you. They used to call me Chiki. In Puerto Rico, my name is Chiki. So in New York City too, my parents and her -- my aunt, her sister, her name is [Liduina?]. She’s still alive. She’s 89. She’s great. One thing my parents, they never knew English. They -- the Spanish -- even until now, my aunt -- but what I was going to say about the Young Lords, they thought it was a gang. So they didn’t want us to join. So once I joined, I couldn’t go back to my mom’s house. And I couldn’t even use the bathroom because I was seen like I guess dirty or I’m going the wrong direction, [00:28:00] (Spanish). You’re supposed to be in school, (Spanish) [00:28:09], that kind of stuff. So it was rough, and I had to -- I made a decision early on in life that this was what was right, and this was what I needed to be, who I needed to be with other people in the Young Lords Party. And I saw a lot of injustice, especially in the Lower East Side because that’s where the branch was when I first went and joined the party. I went to Brooklyn College. I saw -- but I went with my girlfriend, her name was Flaca. And we said, let’s go check out Felipe Luciano. When we heard him speak, I know he recruited a whole lot of other people there, but when we heard him speak, we just looked at each other and said [00:29:00] we’re going to join the party tomorrow. So we left 17 �high school. We were in high school. We left. And we joined the party the very next day. We went to El Barrio, which is Spanish Harlem, and they told us, look. They’re just opening a branch in the Lower East Side. There’s a lot of Puerto Ricans there. So we went and that’s close to Chelsea. So we said, okay, we’ll go there. So we went there and that’s where we joined. It was on East Third Street, between Avenue A and B, that’s where the branch was. JJ: And what did you do at the branch (inaudible). MS: Well, what we used to do is that they used to give us political education and people that were just a couple years older -- JJ: Who was giving the political education? MS: They were teaching us about the Red Book, which was Mao Tse-tung. [00:30:00] We learned about dialectics, and it was something that we were not -I didn’t know about that. So it was a challenge because it was different paragraphs where they would kind of break it down for us. But mainly we learned about the history of Puerto Rico. And I thought that was good for us because we didn’t know about the history of Puerto Rico. My mom used to sometimes talk about Pedro Albizu Campos and my aunt did. But they never sat us down like they did at the branch in Lower East Side. So Iris Morales and Juan González and Yoruba and David Perez -- JJ: Who do you remember? Say something about each one (inaudible). MS: Well, Iris I remember that she was the one who [00:31:00] put it down in basics of ABC, of us understanding about our history of Puerto Rico. And she did it in a real soft-spoken manner. And at the same time, she was very powerful and 18 �passionate. She was very passionate. So what she was able to teach was from the heart. And it resonated with everybody there. JJ: And then what about Yoruba? MS: Yoruba? Crazy. In a good way. Because he was like -- every young person related to Yoruba because they like his style. You know, the way he was swag when he would talk and just his mannerism. [00:32:00] And we used to party, we used to hang out, we used to get high. So we went to the party, it was like, okay, you don’t really -- JJ: You were getting high on weed or? MS: Yeah, in the streets, yeah. We did drugs. JJ: (inaudible) MS: And we drank. But when we went to the party, it was people our age. So we change also the women of the parties, this is something that Denise brought out and Denise Oliver and other women, is that we all got afros, right? So before the party, we all used to straighten -- JJ: (inaudible) MS: We used to straighten our hair, you know? (Spanish) [00:32:51] Because we wanted to be white. We wanted to have straight hair. We didn’t want our African roots. [00:33:00] And we all got into the afro, just like during that time a lot of the beautiful Black women. But of course our African roots in being Puerto Ricans, all the sisters who had the really curly nappy hair afro. And then at the time, my hair real curly and I stopped straightening it and I just cut it. And it was all curly. We let our natural beauty come out. So and our dressing changed. So we used 19 �to wear the -- no, we had combat boots, we took off our high heels, right? Combat boots and the khaki pants and (Spanish) [00:33:46] those jackets? Like the fatigues, right? And then we had our purple berets. So every day, that’s how we used to get dressed [00:34:00] and it was really changing how we were taught. Like society says we have to look this way, and we have to act this way. So we had a whole change of being and we learned that in Young Lords Party. So we got education, we learned about our own natural beauty, we learned how to respect each other as women. We learned to help others through respecting women also. At the time, I didn’t understand sexism, I was very passive. And they always were talking about the passivity and speaking up and that we were an intelligent individual. And that we can do anything that a brother could do at the party as well. [00:35:00] JJ: And you have children. MS: I do. Taina is the first child, Taina Maria, and then I also have [Jose Gabriel?] and [Liana?]. And then I have [Maya?] and [Gabriela?]. JJ: Any grandchildren? MS: Yeah. The grandchildren -- I have a lot of grandchildren and children in Florida, Miami, and Orlando as you know. There’s a whole -- all the Puerto Ricans are in Orlando. And the grandchildren are C.J., [Chad Martinez?] and [Brandon?] and [Layla?] and [Samaya?]. JJ: So they’ll probably see this but it’s going to be online. And so -- MS: And -- I mentioned Gabriela. 20 �JJ: What do you want them to know about [00:36:00] (inaudible) and the work that you do in terms of the Young Lords and other stuff like that? Some people didn’t like the Young Lords. Never understood the Young Lords. What do you want them to remember? The good work. You and -- as a final thought. MS: Well, I want them to remember that basically the Young Lords came about following the footsteps of the Black Panther Party. And so many similar things. So the food program, the clothing program, the Lincoln Hospital healthcare which is all connected to basically what a lot of the work that I have done with the Healthcare Workers Unions and now with the Nurses Union [00:37:00] that I’m working with. And it’s -- JJ: You’re a union organizer. MS: Yes. And I work a lot with culture, connecting culture, the arts, to the every day activism that we are still active with. So the Young Lords Party, I could say back then and now and in the future that whatever we do, we never give up. And whatever we do, we do the best that we can do. But we can’t do it by ourselves, we do it as a collective. And that the society -- one thing about the Young Lords and the Black Panther Party and all the groups that ever came together to change and to make it better for working family for our children, is that we’re fighting. If we don’t, [00:38:00] a lot of injustice right now that we fought back then, we’re fighting now. And that you can’t do it by yourself. And society always says, it’s a me society. It’s an I society. But it really it is a we society. Because when we have experiences, we come together and that helps with us -- our good experiences and bad experiences brings us together. And could analyze the 21 �good experience and how we can make it better and make bad experiences. But the collective is the only folks that can do that. And you have to always go into the community, stay with the community, understand the community. We are community. And we are patients too. So when we go in the hospitals, we want quality healthcare. We want universal healthcare. We want single payor. [00:39:00] We want good housing. Simple things. Our families, working family want a good vacation. That’s all we want. Real basic, we don’t want to get rich. But in this society, it’s the one percent, maybe two percent that controls everything and always has. And we are who -- we’re the 99 percent. But we are one people. The 99 percent are Boricuas, are African American, are white, are all people just wanting to make this country. We made this country and wanting to make this country a better country. And we’re a beautiful people. And that’s why we do what we -- that’s why Lo Boricua, they’re -- they hold Puerto Rico in their heart. [00:40:00] They carry it. And even they always, you know, there’s this thing on Facebook that when the Puerto Ricans are babies, they put the stamp, la bandera, because we’re so proud of la bandera, and you remember the flag waving. The Puerto Rican flag waving came from the Young Lords Party in New York City at the UN when Yoruba led -- Pablo Yoruba Guzman and the leadership of the party led that long march from El Barrio to the UN. And it was like 10,000 people in the street. And (Spanish) [00:40:38] all down those streets, the UN, and it’s inspirational. And that’s how we continue with the Sí Se Puede attitude. You have to have that Sí Se Puede attitude. And you have to have fun and that’s what we do (Spanish). [00:41:00] 22 �JJ: Let me just shut this down. MS: Okay, okay, good. END OF VIDEO FILE 23 � https://digitalcollections.library.gvsu.edu/files/original/71ffb6a924b2b452af0e5c6f5e4a904d.mp4 0c99a5bb87e50b837edd5fa2c39810a7 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 Minerva Solla vídeo entrevista y biografía Descripción Spanish language Description entry Historia oral de Minerva Solla, entrevistado por José 'Cha-Cha' Jimenez el 23/10/2016 acerca de los Young Lords en Lincoln Park. Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Narrativas personales Justicia social Activistas comunitarios--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_Solla_Minerva Title A name given to the resource Minerva Solla video interview and transcript Creator An entity primarily responsible for making the resource Solla, Minerva Description An account of the resource Oral history of Minerva Solla, interviewed by Jose 'Cha-Cha' Jimenez on 10/23/2016 about the Young Lords in Lincoln Park. 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.) Personal narratives Social justice Community activists--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 2016-10-23 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/a3a39ff5404519a123c3d6ded8dd87e8.jpg e705990ce1432ec9240ce1c1d5a558c7 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_2_1909-1911_045 Date A point or period of time associated with an event in the lifecycle of the resource 1911-08-08 Title A name given to the resource Mines at Goldfield, Colorado Description An account of the resource Black and white photograph of mines at Goldfield, Colorado. Taken by Robert Merrill from a stationary train. Subject The topic of the resource Colorado Goldfield (Colo.) Mines and mineral resources 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/185b05a5a0a0c9686df7759506c0c452.jpg 9e079d629619b2d5457c5582ce3c265f 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_887 Title A name given to the resource Minesweeper Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource US AM (minesweeper), October 1, 1947. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4a8afa39a8067f67b620956d16b8e858.m4v 321ffc08b5f02b562a02ef3b7c95a4dc https://digitalcollections.library.gvsu.edu/files/original/f17ef83eea5fb987df0d74d3e773a02e.pdf 6b21e3a094f1a61be8b37df769b5bf29 PDF Text Text Grand Valley State University Veteran's History Project Vietnam War Joseph Minias Total Time (00:28:46) Introduction (00:00:23)  Joseph Minias was born in Bockhorn, Germany in 1945; his family moved the United States when he was five years old (00:00:40)  His parents were both Polish (00:01:37)  Joseph grew up in Buffalo, New York; he has one brother- his family didn't have a car and mentions there wasn't much to do in Buffalo (00:02:28) ◦ He graduated from high school in 1964 and got a part time job as an apprentice for a tool and die shop (00:03:23) ◦ Joseph got drafted for the Vietnam War in 1969; he mentions before that he wasn't paying much attention to what was happening in Vietnam (00:04:12) ▪ He got married in October of 1968 and got his draft notice for the Army in April of 1969 (00:04:25) Basic Training & Beyond (00:05:08)  Joseph says he didn't like basic training because he didn't like taking orders from anyone- being older than the guys giving him orders bothered him (00:06:22)  His Advanced Infantry Training (AIT) was for combat infantry at Ft. Dix, New Jersey (00:07:42) ◦ Joseph got his orders to leave for Vietnam and first was shipped to Oakland, California and then to Alaska to refuel and finally landed at either Cam Ranh Bay or Da Nang Vietnam (00:10:18) ◦ He was ordered to the 101st Airborne Infantry at Camp Evans (00:11:24) ▪ His first recollection of being in Vietnam wasn't pretty: he was sitting in a helicopter and as they were landing gunfire from rockets were coming from everywhere, after they landed he remembers F-15's dropping napalm and bombs (00:14:02) ▪ Joseph mentions repeatedly that he was never told where he was or where he was going while in Vietnam (00:16:49)  At Ripcord, Joseph and his group had to prepare by digging foxholes and placing a lot of sandbags down (00:18:32)  He received a rest and relaxation (R&R) leave to go to Japan; he got to see Mt. Fuji and says overall the trip was nice (00:20:48) Coming Home (00:21:00)  Joseph received a leave to go home for a few days and then he had orders to go to Ft. Riley in Kansas; Joseph got asked to go to Germany and he said no- his duty then was as a bunker guard (00:22:07)  After the Army, Joseph moved back to Buffalo, New York; he had an opportunity to go back to school and went for general studies (00:25:27) ◦ He went back to his old job at the tool and die shop for about ten years; he applied to Ford Motor Company and got the job immediately as an automation repairmen (00:26:37) � 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_MiniasJ1694V Title A name given to the resource Minias, Joseph (Interview outline and video), 2014 Date A point or period of time associated with an event in the lifecycle of the resource 2014-10-11 Description An account of the resource Joseph Minias was born in Bockhorn, Germany in 1945 his family moved to the United States when he was five years old. He grew up in Buffalo, New York and graduated from high school in 1964. He was drafted by the Army for the Vietnam War in 1969. He was ordered to the 101st Airborne Division at Camp Evans in Vietnam. He served in the 2nd Battalion of the 506th Infantry, and participated in the Ripcord campaign in 1970. Creator An entity primarily responsible for making the resource Minias, Joseph Contributor An entity responsible for making contributions to the resource McGregor, Michael (Interviewer) Subject The topic of the resource Vietnam War, 1961-1975--Personal narratives, American United States. Army Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Language A language of the resource eng 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> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/1f23ff02ea97d5bcfc1c59c06f094afb.jpg 3b8d50e5bc7aae79f599809acb0f9ca6 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 Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States 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 RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg 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 RHC-183_F198-0012 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1965-05-08 Title A name given to the resource Miniature Golf in Broad Channel, Queens, NY Description An account of the resource Black and white photograph of an inactive and overgrown miniature golf course in the Broad Channel neighborhood of Queens, New York. Scanned from the negative. Subject The topic of the resource Broad Channel (New York, N.Y.) Miniature golf Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> 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 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 1960s 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/1e60998c0f34724e84181468c99a4696.mp3 7fcc97419827d6fcdf87520fdba04f7b 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 XVII Scripture Text I Peter 2:5, I Peter 4:10-11 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-0-19890910 Date A point or period of time associated with an event in the lifecycle of the resource 1989-09-10 Title A name given to the resource Ministry is a Many-Splendored Thing 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 September 10, 1989 entitled "Ministry is a Many-Splendored Thing", on the occasion of Pentecost XVII, at Christ Community Church, Spring Lake, MI. Scripture references: I Peter 2:5, I Peter 4:10-11. 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/e8ca2c4d770c65dbb5398029f52eff44.jpg c2b63be521d91ddd57c67cd909329948 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_LS00844 Date A point or period of time associated with an event in the lifecycle of the resource 1939-09-02 Title A name given to the resource Minnesota Man Site, Pelican Lake Description An account of the resource Black and white lantern slide of a road sign for the "Home of the Minnesota Man," now known as the Pelican Rapids-Minnesota Woman, skeletal remains estimated at 8,000 years old. Subject The topic of the resource Lantern slides Minnesota Archaeology Anthropology Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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 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/97d3faa75ba1b28dbd4884bf795c762d.jpg 028133cf6196bff4660d2884e233ca2f https://digitalcollections.library.gvsu.edu/files/original/44fe5724619c3bda568705129fbe3ecc.jpg 8b6a846a084efb18c9803fa74b7b9c85 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 Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</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 1804-1897 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; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 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/. Title A name given to the resource Minnesota. Loyal to the Union Description An account of the resource Design shows female with state coat of arms and "Loyal to the Union. State of Minnesota." Design in red and blue on a white envelope. For sale by Wm. Ridenburgh, 132 & 134 Nassau St., N.Y. Identifier An unambiguous reference to the resource within a given context RHC-49_PE083 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 Subject The topic of the resource United States--History--Civil War, 1861-1865 Postal service--United States--History Covers (Philatety)--United States--History Patriotic envelopes Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War patriotic envelopes, (RHC-49)</a> 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 https://digitalcollections.library.gvsu.edu/files/original/bc6186a70fcd09c39e2f24369506e12a.jpg ec7b13565957f528e796e6b5b959188c 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_LS00460 Date A point or period of time associated with an event in the lifecycle of the resource circa 1937 Title A name given to the resource Minnesota. St. Anthony Falls recession map Description An account of the resource Black and white lanern slide copy of a recession map of St. Anthony Falls, Minneapolis, Minnesota. Subject The topic of the resource Lantern slides Maps Waterfalls Minneapolis (Minn.) Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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 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/1d6eef6ae75f7056b1e4a344237c3ed0.jpg 9bacac12e0afad61a2581af248be4172 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_LS00461 Date A point or period of time associated with an event in the lifecycle of the resource circa 1937 Title A name given to the resource Minnesota. St. Anthony Falls recession profile Description An account of the resource Black and white lanern slide copy of a recession profile diagram of St. Anthony Falls, Minneapolis, Minnesota. Subject The topic of the resource Lantern slides Maps Waterfalls Minneapolis (Minn.) Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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 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/0171f72cc964cb8478a088f1e7febec7.jpg 931b650b7aa75b8e025e96b7a1ee1059 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_LS00462 Date A point or period of time associated with an event in the lifecycle of the resource circa 1937 Title A name given to the resource Minnesota. St. Paul geology map Description An account of the resource Black and white lantern slide copy of a geological map of St. Paul, Minnesota. Subject The topic of the resource Lantern slides Maps St. Paul (Minn.) Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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 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/909dbcc161297bcef0cf638d8e762f96.jpg c18c06a4bb0c6fe20142f6187c31c679 https://digitalcollections.library.gvsu.edu/files/original/eded716b8e94a5987c29b076fa4c997f.jpg a0e11e37a49d973619e3952f5a606dd5 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 Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</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 1804-1897 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; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 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/. Title A name given to the resource Minnesota. The Loyal States, Union Description An account of the resource Design shows female with flag and state coat of arms and "Minnesota, The Loyal States, Union." Design in blue on a white envelope. Designed and manufactured by Reagles & Co., 1 Chambers Street, N.Y. Identifier An unambiguous reference to the resource within a given context RHC-49_PE098 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 Subject The topic of the resource United States--History--Civil War, 1861-1865 Postal service--United States--History Covers (Philatety)--United States--History Patriotic envelopes Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War patriotic envelopes, (RHC-49)</a> 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 https://digitalcollections.library.gvsu.edu/files/original/fef3d368542d91e87f83c83d4f1d8ded.jpg f45f15fd35777ebf9c3ae4032849e2be 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_022 Date A point or period of time associated with an event in the lifecycle of the resource 1909-07-05 Title A name given to the resource Minnicognashene Island west Description An account of the resource Black and white photograph of a section of Minnicognashene Island, Georgian Bay, Ontario. Subject The topic of the resource Ontario Georgian Bay (Ont. : Bay) 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/983069b44150f7160927e68b754bbd87.jpg 72654603ae7e93b3226be7dafd0b6961 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_2_1909-1911_073 Date A point or period of time associated with an event in the lifecycle of the resource 1911-08-12 Title A name given to the resource Minute Man Geyser Description An account of the resource Black and white photograph of the Minute Man Geyser in eruption at Yellowstone National Park. Subject The topic of the resource Yellowstone National Park Wyoming Geysers 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