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https://digitalcollections.library.gvsu.edu/files/original/5703dc70b0d2149c98a64ef4287fa468.pdf
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PDF Text
Text
Sanilac County
Master Plan
2004-2024
Prepared by
ROWE INCORPORATED
&
The Sanilac County Planning Commission
Updated September 2011
�Sanilac County Master Plan
2004 - 2024
Table of Contents
Map 1 – Sanilac County................................................................................................................. iii
General Development Plan Participants ........................................................................................ iv
Introduction ..................................................................................................................................... 1
Preparation of the Plan .................................................................................................................... 1
Statement Supporting Local Control of Land Use Planning .......................................................... 1
Sanilac County Profile .................................................................................................................... 3
The General Development Plan .................................................................................................. 3
Census ..................................................................................................................................... 4
Households .............................................................................................................................. 5
Age .......................................................................................................................................... 7
Population in Sanilac County.................................................................................................. 7
Education ................................................................................................................................ 8
Household Income and Employment ...................................................................................... 8
Agriculture .............................................................................................................................. 9
Michigan Society of Planning Officials Future Trend Report .............................................. 10
Economy and Industry .......................................................................................................... 11
Evaluation of Proposed Industries ........................................................................................ 12
Sanilac County Future Land Use Plan Recommendations ........................................................... 14
Land Use Classifications........................................................................................................... 15
Blue: Urban and General Service District ............................................................................ 15
Red: Rural Residential District ............................................................................................. 15
Yellow: Rural and Agricultural Conservation District. ........................................................ 16
Green: Parks .......................................................................................................................... 16
Features of Land Use Recommendations ................................................................................. 17
Open Space Corridor System ................................................................................................ 17
Mass Transit System ............................................................................................................. 18
Recommended Land Use Map for Sanilac County............................................................... 18
General Development Plan Recommendations ............................................................................ 21
Land Use Planning and Land Use Change. .............................................................................. 21
Preserving Environmental Quality............................................................................................ 23
Recommendations for the Economy. ........................................................................................ 24
Recommendations for Public Facilities/Services...................................................................... 27
Recommendations for Transportation....................................................................................... 29
Airport Plan Summary .................................................................................................................. 30
Appendices - Maps and Data Tables ............................................................................................ 32
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�Sanilac County Master Plan
2004 - 2024
Appendix A) Data Tables:
1. Household Income (1999). U.S. Census
2. Sanilac County Industry (1999). U.S. Census
3. Sanilac County Occupations (1999). U.S Census
4. Population Growth from 1960-2000
Appendix B) Maps:
1. Sanilac County: Recommended Land Use Map
2. Sanilac County: Bedrock Geology
3. Sanilac County: Soils with Severe Limitations for Basements
4. Sanilac County: Hydric Soils
5. Sanilac County: Soils with Severe Limitations to Commercial Development
6. Sanilac County: Public Facilities
7. Sanilac County: Quaternary Geology
8. Sanilac County: Soil with Severe Limitation for On-site Septic Systems
9. Sanilac County: Topography
10. Sanilac County: Prime Farmland Soils
11. Sanilac County: Land Cover Circa 1800
12. Sanilac County: Woodlots Circa 1978
13. Sanilac County: Transportation
14. Sanilac County: Wetlands
15. Sanilac County: Watersheds (Hydrography)
Appendix C) Sandusky City Airport Improvement Data
Appendix D) Models for Threshold Standards and Impact Assessment for All Site Plans and
Site Plan Reviews
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Map 1 – Sanilac County
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�Sanilac County Master Plan
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General Development Plan Participants
SANILAC COUNTY PLANNING COMMISSION
Richard Cannon, Jr., Chairperson
Kenneth Wimmer, Vice Chairperson
Nancy Halifax, Secretary
Donald Hunt, Board of Commissioners Liaison
George Booms
Carol Christensen
Joe Osterhout
SANILAC COUNTY BOARD OF COMMISSIONERS
District 1
Robert Wood, Chairperson
District 2
Gary C. Russell
District 3
Robert C. Wood
District 4
Norton Schramm
District 5
William Walters
District 6
Donald Hunt
District 7
John Espinoza
ADVISORY COMMITTEE MEMBERS
Economy
Donna Allen, Director, Material Recovery Facility, Sandusky
Dale Benish, Executive Director, Sanilac County Economic Development Corporation
Gary Blackwell, Farmer
Rebecca Brown, Assistant Director, Sanilac County Economic Development Corporation
Carol Christensen, Sanilac County Planning Commission
Nancy Halifax, Sanilac County Planning Commission
Bill Kmet, Owner, Marlette Golf Club
Linda Kozfkay, Sanilac County Clerk
David Kredell, Rep. Steve Ehardt’s Office
Chuck Kunisch, Michigan Agricultural Commodities
David McEwen, CEO, Marlette Community Hospital
James Nichols, Farmer
Dr. Tony Parker, Superintendent, Sanilac Intermediate School District
Ellen Schippert, Architect
Mike Steele, Manager, City of Croswell
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�Sanilac County Master Plan
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Mike Sutter, Administrator, Sanilac County
Eric Tubbs, Owner, Tubbs Brothers
Keith Williams
Environment
Donna Allen, Director, Material Recovery Facility, Sandusky
Jim Bowerman, Drain Commissioner, Sanilac County
Eric Bowerman, Construction and Land Use, Sanilac County
Grant Carman, Program Coordinator, Environmental Health, Sanilac County
Bill Strickler, Soil and Sedimentation Control, Sanilac County
Bob Gabler, President, Village of Lexington
Marge Hoenicke, Clerk, Forester Township
Richard Hug, Planning Commission, Worth Township
Joe Kautz, USDA, Natural Resources Conservation Service
Bill Kmet, Owner, Marlette Golf Club
Jim Kneebone, Michigan State University Cooperative Extension
Cathy Knoerr, Supervisor, Custer Township
Martin Nagelkirk, Director, Michigan State University Cooperative Extension
David Newkirk, Resource Conservationist, USDA, Natural Res. Conservation Service
Mary Nichol, Advisor, USDA Farm Service Agency
Jason Nielson, CREP/Groundwater Technician, Sanilac County Conservation District
Harold Schlichting, Resource Recovery Advisory
Norton Schramm, Sanilac County Commissioner
Lucy Wayco. Resource Recovery Advisory
Keith Williams
Land Use
Ronald Alexander, Township Zoning
Dennis Alexander, Township Zoning
Donna Allen, Director, Material Recovery Facility, Sandusky
Jim Bowerman, Drain Commissioner, Sanilac County
Richard Cannon, Chairperson, Sanilac County Planning Commission
Jon & Renae Coon
Sharon Doran
Hattie Farley
Karen Flanagan, Custer Township Zoning Administrator
Bruce Gardner, Fremont Township Clerk
Richard Hug, Worth Township Planning Commission
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Bill Kmet, Owner, Marlette Golf Club
Cathy Knoerr, Supervisor, Custer Township
Tom & Karen Kosal
Connie Krueger
Randy Messing
Martin Nagelkirk, Director, Michigan State University Cooperative Extension
Mary Nichol
Lois Parent
Sandy Pritchett, Administrator, Sanilac County Conservation District
Orvel Roggenbuck, Moore Township Planning Commission
David Thayer, Manager, Village of Lexington
Bill Vandercook, Tri County Land Use Partners
Jim Wilson, Supervisor, Fremont Township
Public Facilities/Services
Jim Beyer, Program Manager, Family Independence Agency
Wayne Clarkson, Director, Lexington-Worth Township Utility Authority (LWUA)
Dr. Roger Dean, Director, Sanilac County Mental Health
Clint Holmes, Manager, City of Brown City
Sharon Kasprzyk, Mayor, City of Sandusky
Dale Kerbyson, Manager, City of Marlette
David Marshall, Harbormaster Master, Village of Port Sanilac
Jack Messer, Director, Emergency Management
Dr. Tony Parker, Superintendent, Sanilac Intermediate School District
Marv Pichla, Director, Thumb Area MichiganWorks!
Linda Schramm, Resource Recovery Advisory
Jerry Scott, Utilities Manager, LWUA
John Stefan, Manager, Sanilac County Parks
Virgil Strickler, Sheriff, Sanilac County
Joe Sutherland, Principal, Carsonville Elementary School
Mike Sutter, Administrator, Sanilac County
Kenn Wimmer, Sanilac County Planning Commission
Transportation
Joe Allen, Manager, Sandusky Airport
Mike Bobic, Huron and Eastern Railway
George Booms, Sanilac County Planning Commission
Jay Burton, Burton Aviation, LLC
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�Sanilac County Master Plan
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Harold Donaghy, Sanilac County Road Commission
Robert Downing, Moore Township Planning Commission
Jerome Essenmacher, Sanilac County Road Commission
Rob Falls, Engineer, Sanilac County Road Commission
Gary Flynn, Moore Township Planning Commission
Joyce Hagan, Sanilac County Road Commission
Ted Huntoon, Owner, Huntoon Lumber
Dave Kredell, Rep. Ehardt’s office
Chuck Kunisch, Michigan Agricultural Commodities
Onalee Pallas, Director, Sanilac Transportation
Keith Williams
Oliver Wood, Sanilac County Road Commission
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�Sanilac County General Development Plan
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Introduction
This general development plan has been created to assist the Sanilac County Board of
Commissioners, Sanilac County Planning Commission and all municipal boards and planning
commissions located within the county in making future decisions regarding land use,
environment, economy, transportation, and community facilities. The primary land use
within Sanilac County is agricultural (farming and agribusiness). Due to recent population
increases, it was determined necessary to update the current plan that was created during the
1970's. Since 1960, the population of Sanilac County has increased by nearly 40% resulting in
increased pressures due to development in some areas of the county. This plan is to provide a
guide to decision makers to help ensure that development is directed where there are current or
planned infrastructure improvements to support such development, and with the hope that
development will occur at a pace that will have a predominantly positive impact on the residents,
environment, land uses and economy of Sanilac County.
Preparation of the Plan
This general development plan was written by a professional planning consultant, with input
from the Sanilac County Planning Commission, local municipal leaders and residents of Sanilac
County. Through a process of several advisory planning committee and public meetings, the
Sanilac County Planning Commission has prepared a series of recommendations focusing on five
major areas including:
1)
Land use
2)
Environment
3)
Economy
4)
Transportation
5)
Community Facilities
Advisory Planning Committees, consisting primarily of county planning commission members
and local municipal leaders, were created to prepare preliminary recommendations for each of
the five interest areas. The final review of all recommendations and comments took place at a
public meeting held at the Sanilac Career Center on September 10, 2003. This report is a
culmination of the participation of municipal leaders and residents of Sanilac County, with input
received from adjoining counties.
Statement Supporting Local Control of Land Use Planning
The Sanilac County General Development Plan is not intended to be a threat or an active barrier
to the loss of local control of land use planning. Municipalities shall not be bound by any
provision of the county’s General Development Plan unless specifically adopted by said
municipality. It is not intended that either the county’s General Development Plan or any portion
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�Sanilac County General Development Plan
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thereof, be used as the basis for denying county funding to any municipality otherwise entitled to
such funding. If P.A. 264 of 2001 is amended, repealed, or superceded by any legislation, the
Sanilac County Planning Commission and Board of Commissioners shall review and amend the
Plan if necessary after public notice and input as required by state law. Terms not defined in this
document shall be interpreted under existing law as of the date of adoption of this plan.
The Sanilac County General Development Plan (Plan), and any subsequent amendments to the
Plan, will be submitted to the Board of Commissioners for final approval. Prior to approval, the
final draft of the Plan, or any subsequent amendments, shall be posted on the Sanilac County
Planning Commission's web site for public review for a minimum of two weeks. A copy shall
also be forwarded to all municipalities located within the county and to planning commissions of
adjacent counties for review and comment. The Planning Commission will conduct a public
meeting to obtain public input on the final draft Plan, or amendments, prior to adoption of the
Plan or amendments by the Planning Commission or the Board of Commissioners.
The SCPC shall post copies of all documents related to the County’s General Development Plan,
a schedule of meetings and minutes of all meetings on the SCPC's web site. The documents
shall be organized in such a manner that citizens with internet access can review the latest plan,
amendments and activities related to the Plan. The SCPC shall make such documents available
for review by the general public at all normal hours of the Sanilac County Board of
Commissioner’s office.
Property taxes shall not be increased to support or subsidize any provision of the County General
Development Plan unless approved by the Sanilac County Board of Commissioners or the voters
of Sanilac County.
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�Sanilac County General Development Plan
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Sanilac County Profile
The General Development Plan
This Plan is more than a "Land Use Plan." It is a “General Development Plan” providing
recommendations on how the County might make improvements to education, transportation,
environment, public facilities, economy, and land use. Change is no longer gradual. One
example is the dramatic change in the way that we communicate. In 1960, 13.9% of the
households in the State of Michigan did not have a phone. By 1990 only 4.1% of the households
did not have a phone. The 1960 Census included availability of a phone to the household, so it
can be inferred that the number of households without a phone was much greater. The 1990
Census listed only households without a phone. In 1960, the internet and the cell phone were
unheard of. By 1990, the internet and cell phones had very limited use to the general public.
However, today we have the internet and the cell phone as a part of everyday life for many
households.
Today a "laptop computer" has more memory than the average commercial computer did ten
years ago. A handheld amusement device for young people known as the "Game Boy" (retails
for less than $70) has more memory than the mainframe computers (costing a few hundred
thousand dollars) that were used only for large corporations during the 1970s. In addition, the
"Game Boy" has audio and graphics that were unimaginable even 10 years ago. Whether we
want it or like it, our culture is advancing forward at an ever increased pace, along with
technology we could not have dreamed of 10 and 20 years ago.
Communication is reshaping how we live and work. For some occupations it is no longer
necessary to drive to a central place of work with others performing the same tasks. Today,
many employees perform the same work from their residence via the internet and fax machines,
with only an occasional need to physically travel to the company office. Workspaces and
equipment are shared by time allotments. Only the people trained with the necessary marketable
skills with this knowledge will be able to take advantage of this. There are now recognized
Institutes of Higher Education that offer undergraduate and graduate programs on-line.
Education and continuing education as well as accessibility to the "internet highway" will be
important to higher paying jobs today and in the future. So, how Sanilac County plans for its
future, will affect its quality of life. As can be seen in the above illustrations, changes in
communication and technology in recent years has dramatically changed and affected our lives,
transportation, work place structures, and the need for continuing education. These changes also
affect the cost for the infrastructure to support these work place buildings with water, sewer,
roads, heat, light etc. Only by preparing a "General Development Plan" can Sanilac County hope
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�Sanilac County General Development Plan
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to shape its destiny and improve the quality of life in the communities, in which residents live,
work and play.
Census
Census geographic entities are organized by the U.S. Census Bureau into hierarchies for
tabulating and reporting statistics. These entities include a range or geography from census
blocks to an entity for the entire United States. States are subdivided into counties and
counties in Michigan are further sub-divided into cities, villages and townships. Counties are
also divided into census tracts, which are further divided into block groups and blocks.
Census blocks are the smallest type of geographic entity identified by the Census Bureau.
The demographics used in the report were obtained by the Bureau of the United States
Census.
Population refers to the number of people who live in a defined area and could include a
State, County, Township, Village, City, Census Tract or a Block. Population is much more
than just a "head count". An example of this is a 30 year old single mother of two, who is
employed in a managerial profession, earning $60,000 annually, lives in an apartment, and
drives 16 miles to work, one way, by herself, daily. From this the following information is
provided, single person head of household, 2 children, income, type of employment, rental
dwelling, daily trip generation of 32 miles.
Since 1960, Sanilac County's population increased by nearly 38% from 32,314 in 1960 to
44,547 in 2000 as compared to the State of Michigan’s population that increased 27% from
7,823,194 in 1960 to 9,938,444 in 2000. It should also be noted that during one decade of
this period, Sanilac County lost population, from 40,789 in 1980 to 39,928 in 1990. During
this same period of 1980 to 1990, the State of Michigan continued to grow in population, so
even with a loss in population during one ten year period, Sanilac County still grew at a
faster rate than the rest of the State during the same overall time period. See Appendix A, 4)
Chart on Population Growth for growth trends on lakeshore communities from 1960-2000.
From 1990 to 2000, the State of Michigan's population only increased by 6.9%, from
9,295,297 to 9,938,444. However, the Sanilac County population increased dramatically by
11% during the same time frame from 1990 to 2000, from 39,928 to 44,547.
Sanilac County’s land area is 963.9 square miles. In 1990, the population density for Sanilac
County was 41.4 persons per square mile. In 2000, the population density increased to 46.2
persons per square mile.
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�Sanilac County General Development Plan
2004 - 2024
As seen by the Census figures, Sanilac County in the past 40 years has grown at a faster rate
than the rest of the State of Michigan. The greatest population increase in the ten-year period
from 1990 to 2000 was in the townships that increased from 27,804 to 31,567 representing an
increase of 13.5%. This was almost twice the growth rate of the State for the same period.
Households
The 2000 home ownership rate for Sanilac County of nearly 82% is quite a bit higher than
that of the rest of the state, which was almost 74%. In 2000, there were 21,314 housing units
in the County, of these 16,871 were occupied and 4,443 were vacant. This is 20.8% vacancy
rate. However, on further examination of the 4,443 housing units that were vacant 3,243 of
these were categorized as Seasonal housing, Recreational housing, or Occasional use housing
or 72.9%. As can be seen by the way the Housing Units were categorized by the Census, the
vacancy rate can be very misleading in areas along a major water area like Lake Huron. Of
the numbers that are vacant in the following communities the largest percentage fall into the
category of "Seasonal, Recreational, or Occasional Use". Of the 4,443 vacant housing units,
3,822 were in areas near Lake Huron and were in the following communities:
Table 1: Household Occupancy for Sanilac County
# of Occupied
Housing
Units
# of Vacant
Housing
Units
% of Vacant that are
Seasonal,
Recreational, or
Occasional Use
Delaware Township
359
284
87.0%
Forestville Village
56
91
92.3%
Forester Township
484
528
93.2%
Lexington Village
550
510
90.6%
Port Sanilac Village
319
118
70.3%
Sanilac Township
1,969
1,132
82.9%
Worth Township
1,619
1,159
89.0%
County percentage of occupied
housing units
79.2%
20.8
73.0%
State of Michigan percentage of
occupied housing units
89.4%
10.6%
52.1%
Community
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�Sanilac County General Development Plan
2004 - 2024
According to the 2000 Census, there are still a number of homes in the county lacking
complete plumbing facilities, complete kitchen facilities and telephone service. According to
the 2000 Census, of the 16,871 occupied housing units in Sanilac County, there are at least
330 lacking complete plumbing facilities, 318 lacking complete kitchen facilities and 580
with no telephone service. This includes both owner-occupied and renter-occupied. A
partial listing from the Census 2000 lists the following areas and the corresponding number
of occupied homes lacking complete plumbing and kitchen facilities and phone service:
Table 2: Household Deficiencies for Sanilac County
Community
# Lacking Complete # Lacking Complete No Phone
Plumbing Facilities
Kitchen Facilities
Service
Argyle Township
4
7
22
Austin Township
18
16
8
Bridgehampton
2
5
16
Brown City
2
2
19
Buel Township
0
0
6
Croswell City
7
19
34
Custer Township
0
4
10
Delaware Township
18
14
27
Elk Township
4
4
21
Elmer Township
10
6
11
Evergreen Township
12
19
26
Flynn Township
18
20
31
Forester Township
36
34
16
Fremont Township
5
9
4
Greenleaf Township
15
16
10
Lamotte Township
3
2
19
Lexington Township
13
14
29
Maple Valley Township
19
21
29
Marion Township
5
4
25
Marlette City
6
4
25
Marlette Township
13
9
22
Minden Township
2
2
8
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�Sanilac County General Development Plan
Community
2004 - 2024
# Lacking Complete # Lacking Complete No Phone
Plumbing Facilities
Kitchen Facilities
Service
Moore Township
2
2
16
Sandusky
5
5
12
Sanilac Township
12
10
25
Speaker Township
4
2
16
Washington Township
8
2
36
Watertown Township
2
4
12
Wheatland Township
2
7
9
Worth Township
83
55
36
Total
330
318
580
Nearly 69% of the homes in the County use a well for their water supply and 70.7% of the
homes have a septic tank or cesspool for the means of sewage disposal (1990 Census).
Age
The median age in Sanilac County in the 2000 Census was 37.8 years. There was a ten
percent increase in persons over 65 years from 1990 to 2000. This was one per cent less than
the overall growth of 11% for the total population of the County for the same period of time.
There was a slightly higher growth rate (3.1%) of people over 65 in Sanilac County for the
year 2000 than for the rest of the State. In 2000, 15.4% of the population in the County was
over 65 while the percentage of the population over 65 for the State was 12.3%.
Population in Sanilac County
Table 3: Sanilac County Census Population
1990
2000
% Increase
39,928
44,547
11.5%
Over 65
6223
6865
10.3%
Over 65 - % of Pop
15%
15%
0%
Population in State
9,295,297
9,938,444
6%
Over 65
1,108,461
1,219,018
9%
12%
12%
0%
Population in County
Over 65 - % of Pop
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�Sanilac County General Development Plan
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Education
In the year 2000, there were more persons in Sanilac County with a high school education
than the rest of the State. Nearly 44% of the population in Sanilac County had a high school
education as compared to 31.3% of the population in the State of Michigan having had a high
school education. In the year 2000, 6.2% of the population of Sanilac County had a
Bachelor's degree or higher, while at the same time, 13.7% of the population of the State of
Michigan had a Bachelor's degree or higher.
Education is an important foundation to attracting employers. There is a need in rural areas
to provide career and skill training as well as an opportunity for advanced education. Persons
with college degrees made up 24% of all high school graduates in metro counties in 1990,
compared with 15.9% in rural counties. Youth represent the future of rural Michigan. The
following table is from the 2000 Census.
Table 4: Sanilac and Surrounding County Education
High School Graduate
Bachelors Degree
Sanilac County
43.9%
6.2%
Huron County
42.9%
7.4%
Lapeer County
38.5%
8.8%
St. Clair County
37.2%
8%
Tuscola County
41.8%
7.1%
State of Michigan
31.3%
13.7%
Household Income and Employment
Sanilac County has a wide range of income levels for households within each municipality.
A majority of Sanilac County residents fall within the salary range from $35,000 per year to
$49,999 per year. The average income for the entire county is $36,870. The two
municipalities with the highest average income are Forestville at $45,625 per year and
Fremont at $44,250 per year. The two municipalities with the lowest average incomes are
the Village of Minden at $24,375 per year and the Village of Carsonville at $25,795 per year.
As with income in Sanilac County, there is a wide range of employment within Sanilac
County. The two employment fields that are most dominant in Sanilac County include work
that is managerial or professional in nature serving 4,835 Sanilac County residents.
Production, transportation, and moving of materials are the largest employment sectors
serving 5,260 residents within Sanilac County. Agriculture makes up 1550 residents.
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�Sanilac County General Development Plan
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See Data Tables in Maps and Data Tables Section of Appendix for Complete details.
Agriculture
The publication "Farming on the Edge, Sprawling Development Threatens America's Best
Farmland, American Farmland Trust 2002", identifies a portion of Sanilac County on a
Michigan map as having high quality farmland (defined as "High Development" farmland)
beginning at the southern edge of the County, creating the base of a pyramid, and forming a
peak at the northern edge of the County. The rest of the County is identified at "Low
Development" land.
Michigan ranks ninth in the nation in farmland loss. While zoning cannot preserve farming,
it is intended to preserve farmland. "Nearly any farmer will say that the best way to make
farming viable is to increase farm profits. One way zoning can help is to promote "value
added" measures in zoning districts where farming is encouraged. Examples of value added
provisions include: easing of restrictions on roadside stands; allowing recreational activities,
such as hayrides and other seasonal activities, or permitting retail outlets for farm
activities."(Michigan Planner, March 2003)
The agriculture and food industry is Michigan's second largest industry, contributing an
estimated $40 billion to the state's economy annually. Cash receipts from the sale of crops
and livestock accounted for $3.5 billion of that total in 2000. Approximately 10.4 million
acres are used for farming, supporting about 52,000 farmers. Michigan farmers grow more
than 100 commercial crops making the state second to California in crop variety. In 2000,
the state ranked among the top three producers of over two dozen different crops. Michigan's
"number one" crops included black beans, cranberry beans, navy beans, blueberries, tart
cherries, pickling cucumbers, geraniums, budding petunias, flowering hanging baskets, light
red kidney beans, Niagara grapes, hostas, impatiens, and marigolds. Michigan was the
second-largest producer of dry beans (all), celery, dark red kidney beans, and small red
beans. Finally, Michigan was the third largest producer of apples, asparagus, snap beans,
fresh market carrots, concord grapes, radishes, and vegetable-type bedding plants (*SourceState of Michigan).
Livestock and livestock products are Michigan's single-largest commodity group in terms of
cash receipts, which totaled more than $1.34 billion in 2000. The state's inventory of
livestock included 1.0 million head of cattle, 950,000 hogs and pigs, 71,000 sheep and lambs,
and 6.2 million hens and pullets. Michigan's 300,000 dairy cows produced over 5.7 billion
pounds of milk (*Source-State of Michigan).
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�Sanilac County General Development Plan
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Michigan is expected to urbanize land at 6 to 8 times the rate of population growth and will
use as much land by 2020 for the next 1 million new residents as Michigan has used for 9
million people since the first settlement over 300 years ago. The population continues to
shift from urban cities to rural areas, straining the sustainability of our core cities and putting
additional pressures on the natural resource base, which is economically important to
industries like agriculture, tourism, forestry and mining.
According to the US Census of Agriculture, Michigan has lost over 1.2 million acres of
farmland over the last fifteen years (1982-1997). Half of the Michigan's agricultural
production comes from metropolitan influenced counties. As more people move out into
rural areas, there are additional pressures placed on the remaining farm operations, which
threaten the long-term business environment for Michigan's second largest industry. While
development will occur, the need is to encourage more sustainable development without
destroying the natural resource base in rural Michigan.
Michigan Society of Planning Officials Future Trend Report
Acreage of farmland in Sanilac County declined 3% from 444,294 in 1982 to 429,706 in
1997 as compared to the overall change in the State of Michigan from 10,942,172 in 1982 to
9,872,812 in 1997, or a decline of 10% for State.
The number of farms in Sanilac county, adjacent counties and the State of Michigan have
declined between 1982 and 1997 as shown in the table below:
Table 5: Total Farms in Sanilac and Surrounding Counties
1982
1997
% of Decline
Sanilac County
1846
1448
21.6%
St Clair County
1302
940
27.8%
Lapeer County
1361
1020
25%
Huron County
1655
1184
28.5%
State of Michigan
58661
46027
21.5%
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�Sanilac County General Development Plan
2004 - 2024
The average size of farms from 1982 to 1997 in Sanilac County, adjacent counties and in
Michigan has increased as shown below:
Table 6: Average Farm Size for Sanilac and Surrounding Counties
1982
(Acres)
1997
(Acres)
% of Increase
Sanilac County
241
297
18.9%
St. Clair County
158
173
8.7%
Lapeer County
166
175
5.0%
Huron County
263
358
26.5%
State of Michigan
187
215
13.0%
Economy and Industry
Industries that Sanilac County communities might consider targeting for recruitment efforts
are listed in the "Economic Development Target Industry Study" developed for the Sanilac
County Economic Development Corporation (EDC) in February of 2001. The Sanilac
County EDC's goal is to target those jobs that are primary or contributory in nature. This
means that the source of revenues to pay wages must come from the sale of goods or services
outside of Sanilac County economy. This imports money to the area, which then pushes the
growth and consolidation of the reactive industries. Earnings per worker must meet or
exceed the goal in the study in order to prevent dilution and to elevate the quality of the
economy. To achieve the economic development goal, the economic development
organizations working in Sanilac County must recruit new, contributory businesses to the
area, which will pay a wage equal to, or higher than that set in the goal.
Table 7: Sanilac County Target Industry Goals Through 2011
Year
Jobs
Wages
Average
% of Average
2001
182
31,633
23,844
133%
2002
188
32,762
24,571
133%
2003
194
33,933
25,325
134%
2004
201
35,164
26,108
135%
2005
208
36,403
26,920
135%
2006
267
38,832
27,888
139%
2007
278
40,308
28,896
139%
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�Sanilac County General Development Plan
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Year
Jobs
Wages
Average
% of Average
2008
289
41,840
29,945
140%
2009
300
43,432
31,038
140%
2010
313
45,086
32,177
140%
2011
325
46,804
33,362
140%
Source: Sanilac County Target Industry Study (Policom, 2001).
Some of the liabilities that this report addresses, that mirror other parts of advisory
committee reports, are the need for sufficient educational resources for companies which
require post secondary educational opportunities for its employees and research facilities for
the company. Also, there is a need for high-speed fiber optic cable identified in the study.
Another area that is listed as a liability is the lack of major airport. However there are two
small airports in Sanilac County that could be upgraded to meet the needs of owners and
those that charter small planes. If upgraded, these small airports could be an asset. Another
liability listed in this report is the geographic location and highway access. At this time there
is no four-lane roadway connecting the county to I-69 to the south. This presents a higher
than normal transportation cost for shipping manufactured products, compared to counties in
closer proximity to the interstate highway and population centers.
This study also takes into account existing assets including industrial parks and zones, vacant
buildings, relatively low wages and work force. If the national average wage for a specific
industry is $45,000, a company, due to local market wage might have to pay $55,000 in one
area while $35,000 in another. Since the market wages are lower in Sanilac County, a new
business may be able to attract quality workers for less money than in other places in
Michigan. Even though they will pay less than other areas, the wage will likely be equal to
or greater than the required goal as outlined in the Economic Development Target Industry
Study."
The Study targets those smaller companies within the industries which fit Sanilac County and
would most likely have a minimal impact on the current land usage, while providing
economic growth and stability at the same time
Evaluation of Proposed Industries
The following section is to provide explanation and examples of how local communities can
evaluate the potential impacts and benefits of proposed businesses.
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Primary or contributory industries are those that import money to a local economy. Imported
money circulates and flows from person to person, business to business, until it is fully
consumed and leaves the local economy.
Virtually every industry can serve a contributory function, based upon the type of business
activity in that sector. The test of whether a business is contributory to a local economy is
determining the source of the money used to pay the wages for the employees of the
business. If the source is a result of the sale of goods or services geographically outside the
local economy, then the business is primary or contributory. The money for the payroll is
imported to the local economy.
As an example, when an automobile is manufactured in one area and sold in another, the
money paid for the automobile leaves the buyers area (consumed) and is sent to the area in
which the car was manufactured. The payroll at the manufacturing plant is composed of
imported dollars. If a local engineering firm designs a bridge in another state, its fees are
imported to the local area and the ensuing wages paid enter the local economy. Conversely,
the local insurance agent, retailer, and even local government are dependent upon the money
flowing into an area and are consumptive and reactive in nature.
The size of a local economy will grow in direct proportion to the amount of money entering
the area year after year. The reactive-consumptive businesses will grow, or decline based
upon this flow.
The wage scale of the primary industries determines the economic health of an area. The
quality of the local economy will seek the level of the wages paid by the primarycontributory industries in an area. If most of the jobs in the primary industries pay a high
wage, then the overall quality of the economy will seek that wage level. The service and
retail areas will almost always pay less than the primary industry jobs.
The number of low paying primary jobs can significantly affect the economic quality of life
for the area residents. The makeup of the workforce needs to lean as much as possible
toward the higher paying positions, as the growth of low paying jobs disproportionate to the
higher paying jobs can actually cause the economy to decline in quality. The saying any new
job will help the economy is not true.
As an example, suppose an economy is composed of 1,000 primary industry workers and has
average earnings per worker of $30,000. In this economy, 300 workers earn $40,000 per
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year and 700 workers earn $25,714, causing the average to be $30,000 for the primary
industries. The workforce makeup is 30% high wage earners and 70% low wage earners.
If 100 new low wage primary jobs are created during the course of a year, and no new high
wage jobs are generated, the average earnings per worker for the area will fall to $29,610.
The percentage of high wage jobs in the workforce drops to 27% and the percentage of low
wage jobs grow to 73%. If this economy does not increase the percentage of high wage jobs,
the overall economic quality of life for the residents in the area will gradually erode, as the
remainder of the jobs will seek the level of the primary industries.
As can be seen by the above illustration, the process of adding greater percentage of low
wage jobs rather than higher wage jobs to an economy causes "dilution" in the economy.
(*Source Sanilac County Goal Study- Sanilac County Economic Development Corporationprepared by the Policom Corporation)
It is recommended that Sanilac County and local municipalities contact the Sanilac County
Economic Development Corporation and the Sanilac County Planning Commission to review
any proposed economic development projects and evaluate the impacts and benefits of the
proposed development on the local economy.
Sanilac County Future Land Use Plan Recommendations
The Sanilac County Planning Commission has developed the following “Future Land Use
Recommendations” for the people of Sanilac County to review. The overriding theme in
developing these recommendations was the reality that the most appropriate place for future
growth and development are areas that are already the locations of residential, commercial, and
industrial activities. The overall intent was to limit sprawl, minimize future investments for
infrastructure, and preserve open space for tourist and recreational purposes.
The County has been divided into three distinct land use districts, which are defined in detail
below. They can be summarized as follows:
Urban and General Service District - areas of higher density residential, commercial, and
industrial development, reserved for established cities and villages and the Lake Huron
shoreline.
Rural Residential District - areas of rural, low density residential development that are
concentrated around Urban and General Service Districts and serve as a buffer between these
high density zones and agricultural zones.
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Rural and Agricultural Conservation District - areas of extremely low density devoted
primarily for agricultural and farming activities.
For purposes of simplicity and consistency, the definition of each classification was taken
generally from the St. Clair County Master Plan (Spring 2000). The master plan developed by
St. Clair County is a very valuable document given its proximity to Sanilac, and because the two
Counties’ are facing very similar growth and development issues.
Land Use Classifications
Below is a general description of the land use classifications that are included in the land use
map. For purposes of simplicity and consistency the definitions of each classification was taken
from the St. Clair County Master Plan (Spring 2000).
Blue: Urban and General Service District
The areas of Sanilac County that are depicted in blue are generally located in and around two
distinct areas: existing population and activity nodes such as Brown City, Croswell,
Deckerville, Marlette, Sandusky, and the Lake Huron Shoreline. Sanilac County’s various
population nodes and its shoreline are classified as Urban and General Service District for
different reasons. Villages and cities are classified as such because they are areas of existing
higher residential, commercial, and industrial land use densities. They also possess public
infrastructure such as electricity, sewer, and water that can be extended and upgraded
economically and efficiently.
The Lake Huron Shoreline is classified as Urban and General Service at varying degrees
because it is already the location of extensive residential development both seasonal and
primary, and because it is critical to the County’s economy in terms of tourism and
recreation. A concentration of development, especially residential and commercial, would
allow the County to maximize the economic impact of these two activities as well as invest in
the infrastructure necessary to provide for this growth and minimize its inevitable
environmental impact.
Future growth and development should be concentrated in these two general areas to
minimize infrastructure investments, limit sprawl, and preserve open space.
Red: Rural Residential District
A majority of the designated Rural Residential Districts is concentrated around Urban and
General Service Districts. They serve as a transition zone between the Urban and General
Service Districts, located around established cities and villages and the Lake Huron
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Shoreline, and Rural Agricultural Districts, which make up most of the County’s interior land
area.
The Rural Residential District provides for rural, low-density homes in areas of Sanilac in
which the soil will support on-site septic systems. Zoning in this district should be on the
magnitude of 10 acres, and homes should be arranged in a clustered manner, which will
minimize any required infrastructure extensions and maximize open space (St. Clair County
Master Plan 2000). The current pattern of development along Township borders and roads
should be abandoned or at the very least discouraged in favor of clustering and infill
development to limit further sprawl.
Yellow: Rural and Agricultural Conservation District.
A majority of the county is shaded yellow and classified as Rural and Agricultural
Conservation District. The overall density would be very low under this classification,
however, residences would be clustered together on a small parcel preserving large tracts of
land for agricultural and farming uses (St. Clair County Master Plan 2000).
While a majority of the County is designated as Rural and Agricultural there are many
economic opportunities within the agriculture and farming industry. In addition to traditional
agricultural activities such as raising crops and livestock, agri-businesses should be provided
for and encouraged to help diversify Sanilac County’s farming economy. Sanilac County has
begun this process with sod, truck, nursery and orchard farms, with some qualifying for the
Organic label. Further diversification into Agri-businesses has great potential to expand the
farm economy, “create jobs, generate income, produce support industries, and contain
sprawl” (St. Clair County Master Plan 2000).
Along with agri-businesses, community-farming operations like the ones that have sprung up
in western Washtenaw County are encouraged and supported in Sanilac County. Community
farms are an outgrowth of a ‘return to the earth’ movement in which people pay into a farm
for a portion of the year’s crop. In addition to the membership fee people agree to work the
farm for an agreed upon number of hours.
Green: Parks
The light green indicates public parks at the state, county and local level. The most unique of
such sites are the Minden State Game Area and the Petroglyphs. The Minden State Game
Area contains a rare upland bog and is available to different groups to enjoy, such as tourists,
researchers, preservationists, and hunters. Personal safety and private property issues should
be identified and addressed on both the County and Township level, with increased
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�Sanilac County General Development Plan
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communication with the State so that the Game Area may be safely and effectively utilized
by Sanilac residents and tourists alike. The Petroglyphs also present an extraordinary site for
attracting tourism and should be considered, along with the other public parks, in the broad
County context rather than just a Township site. Public attractions such as the Minden State
Game Area and the Petroglyphs should be examined and promoted along with other tourist
and recreational attractions that are concentrated along the Lake Huron Shoreline.
Features of Land Use Recommendations
Open Space Corridor System
A major feature of the recommended land use map is the Open Space Corridors System,
which is outlined in green on the map. While these corridors strictly follow interior water
features such as rivers, creeks, and lakes in the provided maps they could and would most
likely also include land that is sensitive in nature such as wetlands, floodplains, and forests.
The Corridors would assist in linking the Townships, Villages, and Cities throughout Sanilac
County together and could connect natural areas such as parks and historic areas. In addition
the Open Space Corridors would serve several related purposes. These include:
Providing access to inland water features for public recreational uses such as fishing and
hunting.
Providing habitat connections for fish and wildlife.
Protecting rivers, lakes, and forested areas from further development and environmental
degradation such as pollution from runoff and erosion.
The most appropriate level at which to plan for such a system of greenways is at the county
rather than the township, city, or village level because it ensures a measure of consistency
and coordination that could not be provided for at the local level. Planning for greenways at
the county ensures the integrity of such a system and defends the corridors from being
implemented in a checkerboard fashion, which would render them as much less effective and
valuable for the people of Sanilac County.
The basis for such a system of greenways comes from two sources. The first is the 1974
Sanilac County Community Facilities Plan. While the words ‘greenways’ or ‘open space
corridors’ are not specifically included in the report, the document does say that, “because of
the absence of inland water bodies it is advisable that the county preserve the available inland
water areas for recreation.” A system of greenways outlining the rivers in the county would
be one way to accomplish this goal.
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The second comes from St. Clair County, located immediately south of Sanilac County. In
their recently completed master plan (Spring 2000) St. Clair County includes a system of
open space corridors, environmental areas, and trails. A majority of this system follows
rivers and creeks within St. Clair. A system of such Open Space Corridors in Sanilac would
provide an attractive natural connection not only for various parts of the County itself, but
with its sister county to the South as well.
Additionally, in the land use map, the Lake Huron shoreline is marked with black dashes.
These dashes indicate zones that are documented in the 1987 Sanilac County Environmental
Features Report as areas that are at high risk for erosion. The report recommends that
extreme local communities, in accordance with the Shoreline Protection and Management
Act of 1970, enact special zoning regulations or other types of land use control and restrict
development in these areas. Recommended setback and minimum setback distances are
included in the Environmental Features Report.
Mass Transit System
The land use map also envisions a limited transit system indicated by the solid black line
running from the city of Sandusky along M-46 to M-25 and then running north and south to
tourist destinations along the Lake Huron Shoreline. Additionally, there are provisions for
transit to run around to population centers such as Croswell and Applegate.
Possible inter-connection transit lines could also be extended along M-46 to Tuscola County,
M-25 to both Huron and St. Clair Counties, and M-53 to Huron and Lapeer Counties. A
transit line of this nature would be primarily for tourists who fly into the airport at Sandusky
and would allow them to then access tourist destinations without necessitating the use of a
personal automobile. Such a limited service could easily be funded and operated by
businesses heavily reliant on tourism in the county such as the airport, hotels, golf courses,
and restaurants and would require a very short start up period. In addition, the map features a
dashed black line that indicates a possible transit extension that would link the City of
Marlette to the proposed transit route.
Recommended Land Use Map for Sanilac County
This plan will help preserve Sanilac County’s small-town and rural character and higher
quality of life, while encouraging the preservation of the County’s farmland and open spaces.
The Recommended Land Use Map concentrates future development along the Lake Huron
shoreline and in existing cities and villages. Proposed development would be more
commercial and residential in nature and would specifically be orientated toward preserving
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the rural and small town quality of life while expanding tourism and recreational
opportunities based around Forestville, Port Sanilac, and Lexington, which are established
tourist and recreation nodes. The Land Use Map acknowledges the fact that people are
attracted to bodies of water such as Lake Huron, and the shoreline presents an opportunity to
draw commercial and residential development while preserving the interior of the county as
farmland. Suggested strategies to encourage the preservation of the County’s small-town and
rural character and higher quality of life include:
Encouraging retail/commercial development along the west side of M-25.
Encouraging low-density residential development along the east side of M-25 shoreline
and developing strategies that preserve access to Lake Huron where possible.
Encouraging height restrictions for new residential construction in order to preserve a
view of Lake Huron as much as possible.
Developing a variety of residential districts by desired density west of M-25 and defining
at which point Agricultural Districts would begin west of the residential districts.
Enhancing “Main Street” programs in existing villages and cities.
The Recommended Land Use Map encourages development along the shoreline to expand
tourist opportunities in Sanilac County. This plan recognizes that tourism is a lucrative
industry for the County because a majority of dollars spent by tourist and recreation are
imported dollars, which is to say that they are earned elsewhere and then spent in the County
where they then create jobs and other opportunities for Sanilac County residents.
For tourism and recreation to realize their full economic potential in Sanilac County, it is
recommended that the various sectors of this industry begin working together. Service
providers such as airports, hotels, bed and breakfasts, theater, and golf courses, among others
should share information and resources, and utilize tools and incentives to attract more
visitors to tourist and recreation sites throughout the County. This process is also likely to
encourage growth by attracting new residents.
The Recommended Land Use Map also provides for growth around the municipalities of
Brown City, Croswell, Deckerville, Marlette and Sandusky. In addition to residential and
“Main Street” themed commercial development, the growth around these cities would
include industrial development because they possess the necessary infrastructure such as
airports, roads, rail lines, utility and sewer and water service. Future industrial development
should be concentrated around these municipalities to minimize infrastructure and associated
costs of such growth. The County could use its capacity to assist municipalities in accessing
redevelopment and Brownfield programs, inventory available land in proximity to
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�Sanilac County General Development Plan
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established cities and villages, and assist in the recruiting and locating of potential businesses
in Sanilac County.
The area around the City of Croswell is particularly favorable for development and has been
emphasized for several reasons:
“Renaissance Zone” development status.
Its close proximity to Metro-Detroit
The presence of infrastructure assets such as roads, electricity, and sewer and water.
It’s growing population and status as an employment node within Sanilac County.
This Plan recommends that the majority of the county would be preserved as agriculture to
limit sprawl, concentrate development in municipalities with existing infrastructure, provide
businesses with a concentrated labor pool, and maintain the rural character and lifestyle for
the majority of Sanilac County. It is not anticipated that zoning and planning will eliminate
development of agricultural land for other uses. However, to preserve farmland and open
space it is recommended that local townships:
Implement a Clustering Ordinance and take a proactive stance to preserve farmland and
open space by providing density bonuses to prospective developers and encouraging
cluster development in agricultural and lower density residential areas.
Create a number of agriculture district categories in official zoning and land use maps to
create more separation between agricultural and residential lands.
Discourage Concentrated Animal Feeding Operations (CAFO) unless they are allowed in
an agricultural zoning classification that is different from general agriculture.
All townships should consider ag/industrial districts and develop zoning ordinances to
address their needs.
Work with prospective developers and existing technical resources so that all existing
agricultural development tools can be utilized to preserve farmland and open space
including, but not limited to, P.A. 116, P.A. 237, Property Development Rights (PDR)
and Transfer of Development Rights (TDR).
Encourage business opportunities that can support economics of farming.
Discourage new residential construction in agriculture areas but allowing for current
homes to be sold off.
It is also recommended that the County explore federal and state level programs designed for
farm preservation, assist willing farmers and interested townships in accessing these
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�Sanilac County General Development Plan
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programs, and collect soil and other data to locate the most productive and appropriate
agricultural land to protect from future development.
General Development Plan Recommendations
Land Use Planning and Land Use Change.
A) Sanilac County will work to provide all county municipalities with tools and strategies for
managing growth where desired by local municipal governments. This shall include making
recommendations to local governments, if requested, as a part of their general development
planning process at the local municipal level. Recommendations include Sanilac County:
1) Encouraging new development of industry, but recommending that it be confined to areas
that are previously fit with utilities including water, sewer, and electrical, and roadways.
2) Encouraging county residents and municipalities to preserve or maintain farmland in the
agricultural industry. This can be achieved in a number of different ways including, but
not limited to:
a) Planning future residential development sites in areas that are fit with infrastructure
such as water, gas, electrical, and sewer.
b) Plan future residential development so that it can maximize development
opportunities while limiting the overall impact on open space. This can be done by
creating “Cul-de-sac” or cluster development.
c) Promoting educational workshops on the impacts of urban sprawl and the overdevelopment of open farmland resources, and economical methods for preserving
farmland without losing a profit in the agricultural industry.
d) Encouraging farmers and landowners to consider putting their land into P.A. 260,
which will fix property taxes on agricultural land. This will allow farmers and
landowners the opportunity to continue to work the land at a tax rate that cannot
increase more then 5% or the rate of inflation, while continuing to work for profit.
e) Encouraging farmers and landowners to consider entering their land into P.A. 262,
this is also known as the State of Michigan farmland preservation fund. This fund has
been created to enable counties and municipalities to purchase the development rights
from farmers and landowners in order to ensure that a tract of land will remain free
from development and in the agricultural sector. The decision to participate in P.A.
116, P.A. 260 or P.A. 262 is for the landowner to make.
f) Promoting public educational sessions to teach the importance of land use policies
and to answer any questions that the public may have concerning state programs to
preserve farmland and open space.
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g) Passing enabling legislation allowing municipalities to participate in state-legislated
open space and farmland preservation programs.
B) Sanilac County to help facilitate communication among municipalities and provide assistance
for future municipal land use planning decisions. Recommendations include Sanilac County:
1) Creating a full or part-time planning position at the county level to provide qualified
planning support and assistance to all municipalities in Sanilac County upon request.
2) Collecting all county land use and zoning information to be up-loaded into Geographical
Information Systems (GIS) to provide information and mapping assistance to all
municipalities to aid in future land use and development decisions. Sanilac County has
purchased GIS software and is currently using the program for Emergency Services.
Many people, businesses and other county departments could benefit by expanding the
program into a county-wide GIS system. The formation of a GIS committee is
recommended, with representation from relevant county departments, to develop policies
to compile information on current data, equipment, training, personnel, housing sites and
other resources already in-house, and to share current information, databases or to
communicate these information assets.
C) Encourage cooperation among governmental units and opportunities for dialogue with
governmental units on the impacts of assessing, planning, and zoning for future land use at
the boundaries of two or more municipal governmental units. Recommendations include
Sanilac County:
1) Creating a systematic checklist outlining a process that could be used when assessing,
planning, zoning, and developing along municipal governmental boundaries.
2) Facilitating a series of governmental forums on the possibility of creating a development
impact assessment. The decision to impose an impact assessment would be the decision
of each individual municipal government. Municipalities are strongly encouraged to
weigh the cost and benefits of proposed development projects to ensure that the costs of
adverse impacts are not unknowingly paid by local taxpayers.
3) Creating countywide development guidelines for municipal border development.
D) Sanilac County to promote compliance with the Michigan Medical Marihuana Act in a
manner that protects the needs of qualifying patients and primary caregivers but prevents
illegal commercial operations from establishing themselves in county.
1) Serve as an information clearinghouse for sample ordinance and reports that local
communities can use in drafting local regulations to prevent illegal activities
2) Encourage the County Prosecutor and Sheriff to work with local communities in
developing a consistent interpretation of the Medical Marihuana Act that reflects any ongoing changes in the law’s provisions and court decisions.
(Updated September 2011)
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E) Sanilac County to promote responsible development of the wind and other alternative energy
resource of the county
1) Serve as an information clearinghouse for sample ordinance and reports that local
communities can use in drafting local regulations to permit development of wind and other
alternative energy facilities in a responsible manner
2) Review locally adopted ordinances related to wind and other alternative energy in order to
encourage the maximum level of consistency between local regulations; particularly those
dealing with large facilities that may spread over multiple jurisdictions.
(Updated September 2011)
Preserving Environmental Quality
A) Sanilac County to promote alternative uses to waste disposal methods, and encourage the use
of a wide range of recycling methods and operations. Recommendations include Sanilac
County:
1) Creating countywide development guidelines for municipal border development.
2) Facilitating education of residents on the importance of recycling and provide directions
to the nearest recycling facility upon request from the county residents.
3) Educating and encouraging residents on the proper way to safely recycle or dispose of
waste automobile, tractor, or machinery oil, so that oil cannot create harmful impacts to
the environment as a result of carelessness.
4) Encouraging residents to reduce the amount of trash that they are sending to the landfill
by way of recycling, and encouraging educational seminars to inform the public about the
expected life of landfills, and how to increase the expected life of current landfills
through best management practices of waste reduction.
5) Promoting and facilitating education of ISO 14001 standards for industry, business,
schools, hospitals, and government units regarding end-use, package reduction, and scrap
reduction.
B) Manage natural resources to maintain good air, land, and water quality in Sanilac County.
Recommendations include Sanilac County:
1) Facilitating development and implementation of watershed protection plans including
erosion controls, and storm water run-off abatement plans.
2) Working to eliminate or reduce all possible identifiable sources of pollution. This
includes promoting education and implementation of environmentally friendly nutrient
and pesticide practices.
3) Researching the possibility of providing a special disposal center for household
hazardous wastes, such as cleaners and other bio-wastes.
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4) Encouraging inspections and enforcement to address negative environmental impacts
created by septic system failures and storm water run-off problems including cities,
villages, and agriculture. It is recommended that each municipality also create a storm
water abatement plan to act as a reference guide along with the county for future land use
development decisions.
C) Sanilac County Board of Commissioners to review and update on a regular basis, the Sanilac
County Solid Waste Plan.
Recommendations for the Economy.
A) Sanilac County to support and promote initiatives that strengthen the county’s economy.
Recommendations include Sanilac County:
1) Expanding and promoting all possible tourism opportunities. This may include, but is not
limited to:
a) Development of a farm park and other agriculturally related sites.
b) Encouragement of cooperation between local Chambers of Commerce to promote
local and countywide tourism.
c) Sanilac County offers 36 miles of Lake Huron shoreline to attract an array of outdoor
water activities such as fishing, and fishing charters, boating, and camping. Currently
there are 238 acres of recreational land within the county that could be expanded to
increase the possibilities of expanding tourism.
2) Promoting other tourist activities within the county that could include hunting, camping
and hiking, golfing, use of state and local parks, agricultural fairs, entertainment, events
pertaining to agriculture or other county resources, dining and activities that encourage
overnight stays. The goal for these activities is to create jobs generating revenue for local
communities and Sanilac County by increasing the base of tourists visiting the county.
3) Encouraging the creation of local historic museums within its municipalities, and
enhancing the countywide agricultural and countywide historical museums.
B) Sanilac County will develop and implement a plan to identify, attract, and retain businesses
that pay higher "living standard" wages. Recommendations include Sanilac County:
1) Working with its residents to promote a positive and inviting image of Sanilac County.
2) Promoting research of the possibility of bringing secondary education and vocational
training opportunities to the county.
3) Maintaining and expanding existing air transportation infrastructure to attract private
business market for possible activities that will attract and promote local public business
expansion.
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4) Working with the Sanilac County Economic Development Corporation (EDC) to research
business and economic opportunities as recommended in the Sanilac County Target
Industry Report (February 2001 Policom Corporation).
5) Support the promotion and coordination between schools and businesses to ensure that
workforce training is provided that meets the needs of existing and emerging businesses.
6) Support the promotion and coordination of investment by business, schools and
government to promote green businesses including forestry products and alternative
energy.
7) Encourage responsible expansion of the electric distribution grid and upgrade it to a
“smart grid” to accommodate wind energy farms, recognizing first, responsible
placement in the agricultural areas.
C) Sanilac County to support the business community to help improve overall availability and
quality of goods and services in the county. Recommendations include Sanilac County EDC:
1) Promoting education of the business community as far as workforce development
programs.
2) Encouraging the use of existing economic incentives to attract new business.
3) Developing support programs for small businesses and local municipalities to promote
development of new businesses.
D) Sanilac County to help strengthen the viability of the agricultural sector. Recommendations
include Sanilac County:
1) Encouraging education and the development of new concepts, tools, and funding for
farmland and open space preservation.
2) Supporting State and Federal legislation to protect farms that are smaller than 400 acres
in size.
3) Promoting a purchase of development rights or transfer of development rights program
and encouraging application for funding from the State and possibly non-profit land trust
organizations to support such programs.
4) Working to support new business within the county that will benefit the agricultural
industry.
5) Other activities to consider include:
a) Utilizing the local landfill for energy by converting methane gas from the landfill into
electricity to be sold for profit to the local utility provider.
b) Encouraging farmers and landowners to consider putting their land into P.A. 260 that
would re-cap property taxes on agricultural land. This would allow farmers and
landowners the opportunity to continue to work the land at a tax rate that cannot
increase more then 5% or the rate of inflation, while continuing to work for profit.
25
�Sanilac County General Development Plan
E)
F)
G)
H)
I)
J)
2004 - 2024
c) Encouraging farmers and landowners to consider entering their land in P.A. 262, also
known as the State of Michigan farmland preservation fund. This fund has been
created to enable counties and municipalities to purchase the development rights from
farmers and landowners in order to ensure that a tract of land will remain free from
development and in the agricultural sector.
Sanilac County to help to preserve the rural and small town character of municipalities that
give Sanilac County its unique rural character and appeal. Recommendations include Sanilac
County:
1) Promoting the use of programs and tools to maintain the rural county character and
appearance. This can include the creation of a fund to support “Main Street” theme
development within the county municipalities. This would include an old main street
look, and an emphasis on historical restoration and preservation.
2) Encouraging streetscape and infrastructure improvements that enhance the small town
rural character.
3) Researching the possibility of joining the Rural Development Council of Michigan, or
forming a rural partnership with other rural counties across Michigan.
4) Encouraging support of small town programs through a countywide Chamber of
Commerce.
5) Investigating housing development as an economic development tool.
Sanilac County to encourage increasing the capacity of M-53 to meet increased traffic
demands for people traveling within Sanilac County.
Sanilac County to consider support of new rail development in areas that might be helpful to
new industry.
Sanilac County to encourage development or expansion of water and sewer capacity in and
around existing facilities and municipalities when current capacity can no longer meet
population and industry demands.
1) Encourage responsible expansion of the electric distribution grid and upgrade it to a
“smart grid” to accommodate wind energy farms, recognizing first, responsible
placement in the agricultural areas.
Sanilac County to encourage the expansion of current industrial parks in and around existing
municipalities to attract new industry to the county. This can also include expanding utilities
and rail if needed for new industry.
Sanilac County supports the development of sign regulations that promote the use of digital
signs in a manner that address the potential safety, nuisance and aesthetic problems
associated with their use.
(Updated September 2011)
26
�Sanilac County General Development Plan
2004 - 2024
Recommendations for Public Facilities/Services.
A) Sanilac County to expand educational and training opportunities for residents in the county to
meet current and anticipated future needs. Recommendations include Sanilac County:
1) Promoting a post-secondary education program to provide daytime classes and to include
technological training. This could include attracting a community college to Sanilac
County.
2) Implementing an alternative education at the secondary level including technical training
and adult education.
3) Supporting education of new technological advances to the residents of Sanilac County.
4) Promoting access to high speed or cable Internet capabilities to all educational centers
throughout Sanilac County.
B) Sanilac County along with municipalities to prepare and update regularly a plan for
maintaining and expanding county and municipal facilities to meet population demands as
required. Recommendations include Sanilac County Board of Commissioners:
1) Encouraging the Building Committee to develop a comprehensive maintenance and
enhancement program for County buildings, facilities, and use functions. Building
Committee recommendations to be reviewed by the County Planning Commission before
being submitted to the Board of Commissioners for consideration.
C) Sanilac County to prepare, update on a regular basis and keep on file with the State of
Michigan a Five –Year County Parks Recreational Plan, that is developed with the input
received at public meetings, outlining goals and strategies for increasing recreational,
camping and hiking opportunities for residents and attracting tourism trade opportunities in
the county. Recommendations include Sanilac County:
1) Pursuing the continued development and expansion of the county’s park system to
provide for additional camping, hiking and day use opportunities along with associated
programs and enhancements allowing access to, and protection of the County’s natural
resources.
2) Supporting the development of Delaware Park into a campground facility that maintains
public access for day use operations for non-campers.
3) Supporting the Sanilac County Parks Commission in exploring other enhancements to the
county’s park system including, but not limited to a travel / nature center, fishing dock or
peer combined with a marina or Harbor of Refuge, or acquisition of added land for
camping, hiking or winter recreational opportunities.
4) Supporting the Sanilac County Parks Commission in seeking funding through a Parks
Millage Ballot Proposal and other federal, state and private funding sources for park
development projects.
27
�Sanilac County General Development Plan
2004 - 2024
5) Encouraging the Sanilac County Parks Commission to conduct a park user survey at least
once every five years and include survey results, comments or suggestions within
County’s Five-Year Parks Recreational Plan.
6) Expanding public access to Lake Huron by preserving public ownership and improving
existing parks and public access sites.
7) Promoting and supporting coordination of joint recreational facility opportunities,
festivals, agricultural fairs and other entertainment events with agencies like local
Chambers of Commerce and the Sanilac County Economic Development Corporation.
8) Promoting water safety education programs in partnership with lakeshore municipalities.
D) Sanilac County to maintain and expand countywide emergency service systems including but
not limited to:
1) Supporting a full time emergency management coordinator position at the county level.
2) Supporting a program for the training and retaining of emergency service personnel.
3) Supporting the public education of unified emergency services.
4) Identifying and obtaining the proper funding for emergency service equipment to be
updated, maintained at a high level, and routinely enhanced to meet the needs of the
county, particularly the communication equipment.
E) Sanilac County to research the possibility of expanding medical services and facilities to
meet the needs of families, especially children, elderly, and disabled residents of the County.
This could include, but is not limited to:
1) Supporting the development of Air-Med, and Helipad facilities for emergency medical
purposes.
2) Supporting the Thumb Area Health Needs Assessment and their recommendations.
3) Promoting the development of assisted living and additional senior housing.
4) Supporting the efforts of the medical community to provide respite care for family caregivers.
5) Promoting of the recruitment and retention of healthcare professionals.
6) Supporting the discount prescription program for the residents of Sanilac County.
F) Sanilac County supports the development of the proposed fiber optic connection through
collaboration under the American Reinvestment and Recovery Act (ARRA), providing
collaborative purchasing of network devices and services such as servers, backup devices,
firewalls, content filters, telephone systems, Internet bandwidth and shared student and
financial management packages. It will also make other capabilities such as distance learning
through high definition video conferencing units possible.
(Updated September 2011)
28
�Sanilac County General Development Plan
2004 - 2024
Recommendations for Transportation.
A) Sanilac County to support improving the conditions of the major roads throughout the county
including:
1) Sanilac County to work to improve intra-county roads and trunk lines to connect all
existing commercial centers and to continue repair, maintain and upgrade the county
primary road network. Recommendations include the Sanilac County Road Commission:
a) Annually reviewing and updating the primary road maintenance, repair, and upgrade
plan. Good engineering practices dictate the development of a plan that focuses on
providing a balance between road durability, total cost, and miles maintained.
b) Communicating and educating all communities on the primary road plan.
c) Developing a road improvement strategy with the goal of attaining all-season (Class
A) status for all county primary roads.
d) Communicating with neighboring counties and State agencies on general plans and
projects that border Sanilac County.
2) Encourage municipalities to include best practices as it relates to Road Access
Management.
a) When determining zoning, setback regulations and future developments, Access
Management should be a priority.
b) Inventory driveways and traffic crashes along commercial corridors. The Michigan
State Police and the Michigan Department of Transportation have access to traffic
crash data and may be able to assist with compiling information.
c) Identify priority corridors. During planning stages, the municipality should identify
corridors that have access issues or potential access issues. Areas planned for future
development should be a priority.
3) Sanilac County to improve the public transit service for county residents with no other
means of transportation including:
a) Increasing the promotion of services already available.
b) Supporting investigation of a charter service option to support tourism goals with
existing transit infrastructure.
c) Supporting education of public transportation consumers on sharing services with a
diverse community.
d) Supporting possible coordination of transit schedule to run during work commute
hours to save costs.
e) Supporting investigation of car pool facilities and other transportation demand
programs with transportation specialists with the East Central Michigan Planning and
Development Region.
4) Support improving and coordinating shuttle services with adjacent counties to include:
29
�Sanilac County General Development Plan
2004 - 2024
a) Investigate possible multi-county partnership.
b) Investigating a charter service with direct destinations to adjacent counties if
demanded.
Airport Plan Summary
Currently, Marlette Twp. Airport has a master land use plan. This plan includes zoning
recommendations from the Michigan Department of Transportation’s (MDOT) Bureau of
Aeronautics: Airport Division, for the health and safety of all pilots, passengers, and residents
living within a certain distance from the airport. Because the Sanilac County Planning
Commission has opted to plan for updates at Marlette Township Airport and the Sandusky City
Airport, this plan will be added to the Sanilac County General Development Plan (SCGDP) as a
reference for updates to any or all airport structures at these airports, and for future development
that may occur near and around these airports. Plans that are currently within the Sanilac
General Development Plan for Marlette Township and Sandusky City Airports include, but are
not limited to, as stated in the SCGDP:
To improve the capacity and services of the existing airports to serve the growing needs
of Sanilac County residents and businesses.
To support the expansion of facilities and runways and the acquisition of required
technology to increase the capacity and services of the three existing airports in Sanilac
County.
Supporting the lengthening of all runways an additional 4,000-5,000 feet and acquiring
GPS technology at Sandusky City Airport to allow for the expansion of commercial and
private air traffic.
To support the expansion of all runways to 7,000 feet to overcome use barriers at the
Marlette Township Airport.
Work toward an international license at Marlette Township and Sandusky City Airports.
To support educating the communities of Sanilac County on the positive economic
impacts of a successful airport on a region.
To support establishing compatible land use for an airport zone.
To use the services of the Sanilac County Economic Development organization to survey
business leaders on their air/cargo needs. A determination of demand is critical in
supporting funding requests for airport expansions/improvements.
Appendix C includes a land use and specification map for the Marlette Township Airport along
with the MDOT recommendations for development in the airport zone. Also included are maps
of the Sandusky City Airport and Arnold Field with specifications for each airport. (Arnold
30
�Sanilac County General Development Plan
2004 - 2024
Field is located in Lexington Township and is privately owned. Not enough data is available to
make recommendations on future use for Arnold Field).
31
�Sanilac County General Development Plan
2004 - 2024
Appendices - Maps and Data Tables
Appendix A) Data Tables:
1. Household Income (1999). U.S. Census
2. Sanilac County Industry (1999). U.S. Census
3. Sanilac County Occupations (1999). U.S Census
4. Population Growth from 1960-2000
Appendix B) Maps:
1. Sanilac County: Recommended Land Use Map
2. Sanilac County: Bedrock Geology
3. Sanilac County: Soils with Severe Limitations for Basements
4. Sanilac County: Hydric Soils
5. Sanilac County: Soils with Severe Limitations to Commercial Development
6. Sanilac County: Public Facilities
7. Sanilac County: Quaternary Geology
8. Sanilac County: Soil with Severe Limitation for On-site Septic Systems
9. Sanilac County: Topography
10. Sanilac County: Prime Farmland Soils
11. Sanilac County: Land Cover Circa 1800
12. Sanilac County: Woodlots Circa 1978
13. Sanilac County: Transportation
14. Sanilac County: Wetlands
15. Sanilac County: Watersheds (Hydrography)
Appendix C) Sandusky City Airport Improvement Data
Appendix D) Models for Threshold Standards and Impact Assessment for All Site Plans
and Site Plan Reviews
Appendix E) Excerpts from “Chasing the Past or Investing in the Future
32
�Sanilac County General Development Plan
2004 - 2024
Appendix F) Sanilac County Census Data
1. 2009 American Community Survey date for Sanilac County
2. 2010 Decennial Census data for Sanilac County and component Municipalities
(Updated September 2011)
R:\sdsk\Proj\01c0226\Final Plan\Sanilac County Final Plan.doc
33
�Appendix A:
Census Data for Sanilac County
�Less than
$10,000
Cities & Villages
Applegate
%
$10,000 to
$14,999
%
$15,000 to
$24,999
%
$25,000 to
$34,999
%
$35,000 to
$49,999
%
$50,000 to
$74,999
%
Houshold Income - 1999
$75,000 to
$100,000 to
$99,999
%
$149,999
Median Income
%
$150,000 to
$199,999
%
$200,000 or
more
%
1990
2000
6
50
5.9
13
12.7
14
13.7
20
19.6
24
23.5
19
18.6
5
4.9
1
1.0
0
0.0
0
0.0
32188
Brown City
9.7
38
7.4
68
13.2
115
22.4
95
18.5
92
17.9
36
7.0
17
3.3
1
0.2
2
0.4
33906
Carsonville
21
10.3
24
11.8
53
26.1
16
7.9
41
20.2
41
20.2
2
1.0
2
1.0
3
1.5
0
0.0
25795
123
13.7
97
10.8
158
17.6
122
13.6
177
19.7
174
19.3
31
3.4
16
1.8
0
0.0
2
0.2
30379
Deckerville
50
13.9
31
8.6
74
20.5
51
14.1
53
14.7
59
16.3
18
5.0
17
4.7
2
0.6
6
1.7
30083
Forestville
8
14.8
7
13.0
7
13.0
2
3.7
6
11.1
16
29.6
6
11.1
2
3.7
0
0.0
0
0.0
45625
Lexington
58
10.9
50
9.4
90
16.9
102
19.1
92
17.3
75
14.1
42
7.9
17
3.2
0
0.0
7
1.3
30792
Marlette
77
9.9
79
10.2
154
19.8
122
15.7
147
18.9
117
15.1
43
5.5
31
4.0
0
0.0
6
0.8
30938
Melvin
7
12.1
5
8.6
11
19.0
20
34.5
3
5.2
9
15.5
2
3.4
1
1.7
0
0.0
0
0.0
28333
Minden
10
10.4
19
19.8
20
20.8
13
13.5
13
13.5
13
13.5
4
4.2
4
4.2
0
0.0
0
0.0
24375
Peck
25
10.5
21
8.9
60
25.3
31
13.1
44
18.6
35
14.8
16
6.8
5
2.1
0
0.0
0
0.0
29063
Port Sanilac
28
9.2
42
13.8
61
20.1
50
16.4
57
18.8
36
11.8
13
4.3
11
3.6
4
1.3
2
0.7
28409
157
14.5
125
11.5
162
14.9
114
10.5
212
19.6
202
18.6
74
6.8
17
1.6
9
0.8
12
1.1
33667
Argyle
21
7.7
19
7.0
37
13.7
57
21.0
38
14.0
59
21.8
18
6.6
15
5.5
6
2.2
1
0.4
35341
Austin
25
9.9
10
4.0
40
15.8
51
20.2
40
15.8
64
25.3
11
4.3
9
3.6
3
1.2
0
0.0
35139
Buel
41
8.9
22
4.8
55
12.0
69
15.0
102
22.2
96
20.9
52
11.3
18
3.9
2
0.4
3
0.7
39828
Custer
34
8.9
28
7.3
64
16.8
65
17.0
79
20.7
71
18.6
36
9.4
3
0.8
0
0.0
2
0.5
35000
Deleware
31
10.0
27
8.7
55
17.7
43
13.8
67
21.5
67
21.5
15
4.8
0
0.0
4
1.3
2
0.6
35568
Elk
21
6.4
20
6.1
32
9.7
34
10.3
84
25.5
89
27.0
33
10.0
11
3.3
2
0.6
4
1.2
38550
Elmer
14
5.2
9
3.4
43
16.0
42
15.7
70
26.1
61
22.8
23
8.6
4
1.5
2
0.7
0
0.0
41563
Evergreen
14
4.0
26
7.4
56
16.0
66
18.9
72
20.6
69
19.8
28
8.0
15
4.3
1
0.3
2
0.6
36202
Flynn
38
11.5
22
6.6
44
13.3
35
10.6
68
20.5
89
26.9
24
7.3
5
1.5
4
1.2
2
0.6
40850
Forester
49
9.9
32
6.5
129
26.2
47
9.5
84
17.0
93
18.9
29
5.9
20
4.1
3
0.6
7
1.4
32614
Fremont
15
4.9
19
6.2
41
13.4
46
15.0
67
21.8
74
24.1
32
10.4
13
4.2
0
0.0
0
0.0
44250
Greenleaf
20
7.2
17
6.1
51
18.3
53
19.1
49
17.6
56
20.1
24
8.6
8
2.9
0
0.0
0
0.0
34643
Lamotte
42
11.6
21
5.8
46
12.7
41
11.3
73
20.1
81
22.3
38
10.5
17
47.0
0
0.0
4
1.1
42614
Lexington
29
2.8
61
6.0
136
13.3
163
15.9
211
20.6
191
18.7
157
15.3
55
5.4
3
0.3
17
1.7
39241
Maple Valley
37
9.6
21
5.5
46
11.9
65
16.9
66
17.1
77
20.0
39
10.1
27
7.0
7
1.8
0
0.0
41058
Marion
17
5.4
22
7.0
50
15.8
45
14.2
74
23.4
70
22.2
15
4.7
12
3.8
8
2.5
3
0.9
34803
Marlette
35
4.9
68
9.5
75
10.5
85
11.9
137
19.2
180
25.2
85
11.9
35
4.9
2
0.3
12
1.7
44907
Minden
15
10.9
8
5.8
25
18.1
25
18.1
22
15.9
22
15.9
15
10.9
4
2.9
2
1.4
0
0.0
30227
Moore
43
9.7
36
8.1
49
11.0
56
12.6
93
20.9
90
20.3
56
12.6
10
2.3
1
0.2
10
2.3
39792
Sanilac
76
9.0
48
5.7
145
17.1
83
9.8
202
23.8
199
23.5
68
8.0
13
1.5
0
0.0
3
0.4
37180
Speaker
27
6.1
19
4.3
66
15.0
66
15.0
63
14.3
125
28.3
52
11.8
9
2.0
10
2.3
4
0.9
Watertown
36
7.1
22
4.3
81
16.0
77
15.2
109
21.5
97
19.2
49
9.7
30
5.9
0
0.0
5
1.0
40000
Wheatland
7
4.0
13
7.3
18
10.2
57
32.2
30
16.9
33
18.6
9
5.1
8
4.5
2
1.1
0
0.0
33750
198
1535
11.6
9.1
71
1264
4.3
7.5
273
2715
16.5
16.1
206
2456
12.4
14.5
392
3410
23.7
20.2
287
3326
17.3
19.7
148
1388
8.9
8.2
60
572
3.6
3.4
21
106
1.3
0.6
6
130
0.4
0.8
37129
36870
1417
1392
4424
1398
9.7
4.5
7.1
6.5
1224
1332
3413
1318
8.4
4.3
5.5
6.1
2275
3138
7398
3207
15.6
10.2
11.9
14.9
2305
3411
7183
3151
15.8
11.1
11.6
14.7
2830
5381
11035
4233
19.4
17.5
17.7
19.7
2740
7345
13995
4655
18.8
23.9
22.5
21.6
1065
4518
7882
2062
7.3
14.7
12.7
9.6
473
3225
4988
1204
3.2
10.5
8.0
5.6
137
635
909
153
0.9
2.1
1.5
0.7
116
402
961
127
0.8
1.3
1.5
0.6
35315
51717
46313
40174
313905
8.3
219133
5.8
469100
12.4
470419
12.4
624326
16.5
778755
20.6
432681
11.4
324966
8.6
79291
2.1
76204
2.0
44667
Croswell
Sandusky
Townships
Bridgehampton
32604
Washington
Worth
Sanilac County
Huron County
Lapeer County
St. Clair County
Tuscola County
State of Michigan
41250
Change
% Change
�Industry
Construction
Cities & Villages
Applegate
%
Manuf.
%
Wholesale
trade
%
Retail trade
%
Transp.,
wearehousing &
utilities
%
Information
%
Finance, insurance,
real estate & rental &
leasing
%
Profess., scientific,
mgt., admin, & waste
mgt.
%
educational,
health & soc.
Services
%
Arts, ent., rec,
accommodation
& food svc.
%
Other svc
(except public
admin)
%
Public
admin.
%
6
5.5
48
44.0
4
3.7
15
13.8
8
7.3
0
0.0
4
3.7
4
3.7
7
6.4
7
6.4
2
1.8
4
3.7
Brown City
60
10.3
178
30.6
9
1.5
65
11.2
12
2.1
3
0.5
22
3.8
24
4.1
110
18.9
49
8.4
32
5.5
3
0.5
Carsonville
23
10.4
71
32.1
8
3.6
19
8.6
13
5.9
3
1.4
6
2.7
7
3.2
36
16.3
2
0.9
12
5.4
11
5.0
Croswell
76
7.2
364
34.6
16
1.5
156
14.8
30
2.9
23
2.2
37
3.5
58
5.5
167
15.9
52
4.9
50
4.8
15
1.4
Deckerville
16
3.6
134
30.4
8
1.8
55
12.5
14
3.2
8
1.8
4
0.9
17
3.9
113
25.6
19
4.3
27
6.1
13
2.9
Forestville
5
8.9
27
48.2
0
0.0
0
0.0
9
16.1
0
0.0
4
7.1
0
0.0
9
16.1
2
3.6
0
0.0
0
0.0
Lexington
27
6.0
127
28.2
12
2.7
45
10.0
13
2.9
4
0.9
24
5.3
18
4.0
118
26.2
31
6.9
14
3.1
13
2.9
Marlette
53
6.0
279
31.7
11
1.3
106
12.0
39
4.4
0
0.0
16
1.8
34
3.9
167
19.0
36
4.1
78
8.9
27
3.1
Melvin
4
8.2
17
34.7
0
0.0
5
10.2
0
0.0
0
0.0
4
8.2
0
0.0
14
28.6
5
10.2
0
0.0
0
0.0
Minden
8
8.2
25
25.5
2
2.0
7
7.1
8
8.2
0
0.0
3
3.1
4
4.1
20
20.4
7
7.1
2
2.0
0
0.0
Peck
31
12.3
73
29.0
5
2.0
33
13.1
13
5.2
7
2.8
9
3.6
4
1.6
57
22.6
9
3.6
5
2.0
2
0.8
Port Sanilac
17
7.0
38
15.6
7
2.9
51
21.0
8
3.3
7
2.9
16
6.6
6
2.5
41
16.9
12
4.9
17
7.0
18
7.4
Sandusky
49
4.2
291
25.0
37
3.2
168
14.4
38
3.3
42
3.6
37
3.2
32
2.8
272
23.4
74
6.4
44
3.8
64
5.5
Townships
Argyle
41
11.6
138
39.2
6
1.7
30
8.5
6
1.7
6
1.7
9
2.6
3
0.9
39
11.1
8
2.3
5
1.4
8
2.3
Austin
16
5.1
107
34.4
3
1.0
28
9.0
12
3.9
2
0.6
6
1.9
14
4.5
42
13.5
20
6.4
8
2.6
4
1.3
Buel
42
7.6
195
35.3
19
3.4
68
12.3
18
3.3
9
1.6
17
3.1
21
3.8
79
14.3
21
3.8
20
3.6
15
2.7
Custer
30
6.1
100
20.4
25
5.1
70
14.3
31
6.3
5
1.0
11
2.2
9
1.8
103
21.0
17
3.5
15
3.1
30
6.1
Deleware
40
11.7
80
23.5
2
0.6
19
5.6
21
6.2
0
0.0
17
5.0
13
3.8
43
12.6
3
0.9
15
4.4
5
1.5
Elk
33
8.0
136
32.8
12
2.9
57
13.7
13
3.1
4
1.0
7
1.7
14
3.4
71
17.1
16
3.9
5
1.2
5
1.2
Elmer
17
4.5
82
21.5
13
3.4
52
13.6
8
2.1
6
1.6
11
2.9
6
1.6
72
18.9
13
3.4
24
6.3
9
2.4
Evergreen
38
8.5
132
29.4
12
2.7
29
6.5
10
2.2
6
1.3
6
1.3
14
3.1
65
14.5
22
4.9
34
7.6
10
2.2
Flynn
31
7.2
115
26.6
8
1.8
48
11.1
13
3.0
4
0.9
10
2.3
15
3.5
76
17.6
6
1.4
28
6.5
5
1.2
Forester
57
12.9
80
18.1
11
2.5
54
12.2
11
2.5
5
1.1
11
2.5
16
3.6
84
19.0
35
7.9
21
4.8
21
4.8
Fremont
36
8.4
103
24.1
15
3.5
66
15.5
17
4.0
5
1.2
18
4.2
12
2.8
69
16.2
15
3.5
17
4.0
5
1.5
Greenleaf
30
9.1
109
33.1
8
2.4
21
6.4
17
5.2
4
1.2
4
1.2
8
2.4
61
18.5
24
7.3
4
1.2
2
0.6
Lamotte
37
8.2
101
22.4
17
3.8
42
9.3
18
4.0
0
0.0
8
1.8
13
2.9
72
16.0
30
6.7
24
5.3
13
2.9
119
9.3
293
22.8
54
4.2
135
10.5
49
3.8
17
1.3
94
7.3
53
4.1
282
21.9
43
3.3
45
3.5
53
4.1
Maple Valley
53
11.2
141
29.7
8
1.7
39
8.2
15
3.2
5
1.1
15
3.2
14
2.9
83
17.5
14
2.9
11
2.3
8
1.7
Marion
35
7.9
110
24.8
17
3.8
27
6.1
11
2.5
10
2.3
19
4.3
11
2.5
102
23.0
15
3.4
15
3.4
8
1.8
Marlette
90
9.4
210
22.0
28
2.9
121
12.7
26
2.7
2
0.2
24
2.5
19
2.0
169
17.7
29
3.0
80
8.4
22
2.3
Minden
22
11.6
42
22.1
13
6.8
7
3.7
6
3.2
6
3.2
6
3.2
2
1.1
23
12.1
7
3.7
8
4.2
7
3.7
Moore
68
11.6
145
24.8
16
2.7
79
13.5
21
3.6
8
1.4
18
3.1
18
3.1
78
13.3
32
5.5
25
4.3
19
3.2
Sanilac
100
11.9
198
23.5
23
2.7
115
13.7
32
3.8
12
1.4
34
4.0
55
6.5
139
16.5
51
6.1
39
4.6
44
5.2
Speaker
65
11.2
169
29.2
10
1.7
85
14.7
14
2.4
10
1.7
6
1.0
21
3.6
86
14.9
30
5.2
25
4.3
16
2.8
Watertown
60
8.9
138
20.4
11
1.6
75
11.1
25
3.7
11
1.6
39
5.8
26
3.8
158
23.4
31
4.6
28
4.1
36
5.3
Wheatland
14
6.5
50
23.0
4
1.8
24
11.1
6
2.8
0
0.0
7
3.2
6
2.8
38
17.5
11
5.1
9
4.1
13
6.0
133
8.5
419
26.9
10
0.6
283
18.2
50
3.2
19
1.2
71
4.6
41
2.6
277
17.8
102
6.6
55
3.5
55
3.5
1633
8.4
5283
27.1
480
2.5
2390
12.2
703
3.6
257
1.3
671
3.4
656
3.4
3475
17.8
918
4.7
896
4.6
616
3.2
Huron County
913
5.9
4372
28.1
321
2.1
1679
10.8
615
3.9
319
2.0
605
3.9
516
3.3
2922
18.8
852
5.5
697
4.5
537
3.4
Lapeer County
3767
9.2
12237
29.8
767
1.9
4486
10.9
1433
3.5
655
1.6
1499
3.7
2537
6.2
7209
17.6
2298
5.6
2259
5.5
1255
3.1
Bridgehampton
Lexington
Washington
Worth
Sanilac County
St. Clair County
6517
8.4
21820
28.0
1792
2.3
9497
12.2
4260
5.5
1436
1.8
2982
3.8
4061
5.2
13516
17.3
5300
6.8
3428
4.4
2658
3.4
Tuscola County
1955
7.6
6802
26.3
703
2.7
3333
12.9
1047
4.1
378
1.5
1037
4.0
944
3.7
5254
20.3
1729
6.7
1063
4.1
789
3.1
278079
6.0
1045651
22.5
151656
3.3
550918
11.9
191799
4.1
98887
2.1
246633
5.3
371119
8.0
921395
19.9
351229
7.6
212868
4.6
167731
3.6
State of Michigan
�Occupation
Mgt.,
professional &
related
%
Service
%
Industry
Sales & office
%
Farming, fishing
& forestry
%
Construction,
extraction &
maint.
%
Production,
transportation &
material moving
%
Ag, forestry,
fish & hunting
& mining
%
Cities & Villages
Applegate
5
4.6
17
15.6
25
22.9
0
0.0
7
6.4
55
50.5
0
0.0
Brown City
127
21.9
104
17.9
114
19.6
6
1.0
88
15.1
142
24.4
14
2.4
Carsonville
35
15.8
30
13.6
45
20.4
3
1.4
37
16.7
71
32.1
10
4.5
Croswell
168
16.0
157
14.9
188
17.9
7
0.7
110
10.5
421
40.1
7
0.7
Deckerville
106
24.0
78
17.7
92
20.9
5
1.1
34
7.7
126
28.6
13
2.9
Forestville
16
28.6
3
5.4
8
14.3
0
0.0
5
8.9
24
42.9
0
0.0
Lexington
145
32.2
59
13.1
111
24.6
0
0.0
47
10.4
89
19.7
5
1.1
Marlette
193
21.9
149
16.9
174
19.8
21
2.4
76
8.6
267
30.3
34
3.9
Melvin
5
10.2
14
28.6
10
20.4
0
0.0
9
18.4
11
22.4
0
0.0
Minden
10
10.2
21
21.4
12
12.2
10
10.2
12
12.2
33
33.7
12
12.2
Peck
59
23.4
39
15.5
51
20.2
0
0.0
32
12.7
71
28.2
4
1.6
Port Sanilac
75
30.9
27
11.1
67
27.6
3
1.2
25
10.3
46
18.9
5
2.1
Sandusky
305
26.2
214
18.4
254
21.8
9
0.8
25
5.0
323
27.8
15
1.3
Argyle
72
20.5
38
10.8
61
17.3
10
2.8
44
12.5
127
36.1
53
15.1
Austin
62
19.9
41
13.2
65
20.9
15
4.8
28
9.0
100
32.2
49
15.8
Buel
109
19.7
79
14.3
103
18.7
2
0.4
68
12.3
191
34.6
28
5.1
Custer
136
27.8
57
11.6
88
18.0
9
1.8
59
12.0
141
28.8
44
9.0
Deleware
92
27.0
38
11.1
53
15.5
32
9.4
49
14.4
77
22.6
83
24.3
Elk
105
24.6
59
13.8
73
17.1
9
2.1
55
12.9
126
29.5
42
10.1
Elmer
115
30.2
45
11.8
73
19.2
9
2.4
49
12.9
90
23.6
68
17.8
Evergreen
118
26.3
52
11.6
79
17.6
14
3.1
56
12.5
130
29.0
71
15.8
Flynn
92
21.2
68
15.7
73
16.9
27
6.2
51
11.8
122
28.2
74
17.1
Forester
135
30.6
59
13.4
103
23.4
3
0.7
68
15.4
73
16.6
35
7.9
Fremont
102
23.9
59
13.8
94
22.0
13
3.0
51
11.9
108
25.3
49
11.5
Townships
Bridgehampton
Greenleaf
96
29.2
39
11.9
50
15.2
9
2.7
48
14.6
87
26.4
37
11.2
Lamotte
105
62
13.7
82
18.2
42
9.3
49
10.9
111
24.6
76
16.9
113
9.4
270
22.6
1
0.1
159
13.3
290
24.2
49
3.8
46
9.7
89
18.7
21
4.4
74
15.6
125
26.3
69
14.5
364
23.3
36400/1
197
Maple Valley
120
25.3
Marion
147
33.1
56
12.6
74
16.7
10
2.3
43
9.7
114
25.7
64
14.4
Marlette
272
28.5
120
12.6
183
19.2
37
3.9
117
12.3
224
23.5
133
14.0
Minden
47
24.7
19
10.0
47
24.7
9
4.7
34
17.9
34
17.9
41
21.6
Moore
138
23.6
83
14.2
141
24.1
7
1.2
80
13.7
136
23.2
58
9.9
Sanilac
228
24.9
109
11.9
203
22.1
29
3.2
115
12.5
233
25.4
75
8.9
Speaker
148
25.6
83
14.4
107
18.5
7
1.2
84
14.5
149
25.8
41
7.1
Watertown
202
29.9
98
14.5
155
22.9
7
1.0
76
11.2
138
20.4
38
5.6
Wheatland
61
28.1
40
18.4
34
15.7
4
1.8
31
14.3
47
21.7
35
16.1
Worth
362
23.3
222
14.3
371
23.8
16
1.0
199
12.8
386
24.8
41
2.6
Sanilac County
4835
24.8
2678
13.7
4004
20.5
425
2.2
2327
11.9
5260
26.9
1551
7.9
Huron County
4076
26.2
2189
14.1
3332
21.4
359
2.3
1526
9.8
4097
26.3
1231
7.9
Lapeer County
11043
26.9
5608
13.7
8581
20.9
165
0.4
5687
13.9
9928
24.2
610
1.5
St. Clair County
18708
24.0
11419
14.6
18215
23.4
237
0.3
10050
12.9
19337
24.8
699
0.9
Tuscola County
5976
23.1
4087
15.8
5479
21.2
245
0.9
3390
13.1
6646
25.7
789
3.1
1459767
31.5
687336
14.8
1187015
25.6
21120
0.5
425291
9.2
856932
18.5
49496
1.1
Lexington
Washington
State of Michigan
�Delaware Twp.
1,150
1,100
Population
1,050
I1,000
950
900
1960
1970
1980
Year
1990
2000
Delaware Twp.
�Forester Twp.
1200
1100
Population
1000
900
I800
700
600
500
1960
1970
1980
Year
1990
2000
Forester Twp.
�Forestville Village
170
160
Population
150
140
I130
120
110
100
1960
1970
1980
Year
1990
2000
Forestville Village
�Lexington Twp.
3,800
3,600
3,400
Population
3,200
3,000
I2,800
2,600
2,400
2,200
2,000
1960
1970
1980
Year
1990
2000
Lexington Twp.
�Lexington Village
1150
1100
1050
1000
Population
950
900
Lexington Village
850
800
750
700
650
1960
1970
1980
Year
1990
2000
�Mapple Valley Twp.
1150
1100
1050
Population
1000
950
I900
850
800
750
700
1960
1970
1980
Year
1990
2000
Mapple Valley Twp.
�Marlette Twp
4,000
3,500
Population
3,000
I2,500
2,000
1,500
1960
1970
1980
Year
1990
2000
Marlette Twp
�Fremont Twp.
950
900
850
Population
800
750
I700
650
600
550
500
1960
1970
1980
Year
1990
2000
Fremont Twp.
�Port Sanilac Village
700
650
Population
600
550
I500
450
400
350
1960
1970
1980
Year
1990
2000
Port Sanilac Village
�Sanilac Twp.
2,800
2,600
2,400
Population
2,200
2,000
I1,800
1,600
1,400
1,200
1,000
1960
1970
1980
Year
1990
2000
Sanilac Twp.
�Speaker Twp.
1500
1400
Population
1300
1200
Speaker Twp.
1100
1000
900
1960
1970
1980
Year
1990
2000
�Worth Twp.
4,500
4,000
3,500
Population
3,000
2,500
I2,000
1,500
1,000
500
0
1960
1970
1980
Year
1990
2000
Worth Twp.
�Appendix B:
Sanilac County Maps
�SANILAC COUNTY
RECOMMENDED LAND USE MAP
□
&
IIIIE
~
OPEN SPAa CORXR
□ RUlAL R£S/DEN71AL DISTRICT
-
PROPOSED 1RANSIT S'1S1EJI
□
• -
lllBAN AMJ GENERAL .5E1Nl7' DISTRICT
RUlAL AMJ AGHQLn.fiAL CONSERVATION DISTRICT
□ PARKS AMJ li£0EATION
• POSSIBLE 1RANSIT S'1S1EJI
'?'
-ctMIIM7ES a, ctJAS1LIE ARE IJ£NTIFED
EROSla# ZaE
JUNE 8, 2004
a\alryar"
~--UIII'
�SANILAC COUNTY
Bedrock Geology
LEGEND
MINDEN CITY
Schock
Parisville
Ridley
Minden
Cumber
-=
-
Patz
Wetzel
Morin
Snay
Kelley
Palms
Ridge
Frieburger
Gilbert
W right
D
Charleston
Tyre
Spencer
FORESTVILLE
Potts
Polk
Holbrook
Ritter
Seeger
Obee
e
Verona
McMillan
Hadley
tvill
Bay City Fores
Maurer
Huron Line
Roads
City
Village
Townships
Bedrock Geology
D Antrim Shale
Bedford Shale
D Beres SS & Bedford
D Coldwater Shale
D Marshall Formation
Michigan Formation
Sunbury Shale
1::1
D
Cass City
Russell
Mills
Robinson
Mills
Richmondville
Pringle
Banner
re
sho
Lake
Huron View
Ruth
Hyde
Greening
Derby
Phipps
Rowe
Church
Ruth
Cash
Fetting
Fitch
APPLEGATE
Willis
Roach Croswell
Wixson
Hall
8th
Cullins
Farr
Shepherd
LEXINGTON
Harrington
Union
Baldwin
Peck
PECK
Peck
6 Miles
Date: 10/2002
St Clair
File: bedrock_sm.apr
4
Vincent
2
Wildcat
0
Fisher
Croswell
Bullock
Black River
Parker
Cade
W ellman Line
Todd
Kilgore
Arendt
Cronin
Bailey
Galbraith Line
MELVIN
Salisbury
Cribbins
Brown
Brockway
Elm
Gardner Line
Mowerson
Murray
Brown City
Jordan
Melvin
Brooks
Duquette
Stimson
Bricker
Stiles
Cork
Paldi
Fargo
Maple Valley
Cargill
Isles
Carroll
Aitken
Babcock
Brown
Stilson
Wagner
Loeding
Orchard
Prentice
Gosline
Howard
Butler
Main
Watson
Sullivan
Aitkins
W iltsie
Old M 51
Marlette
Pritchett
Kaylette
Page
Marlette
W alker
Townsend
Applegate
McGill
Germania
Isles
Sandusky
Hull
Juhl
Elmer
Cooper
Loree
Wheeler
W ashington
Townline
Decker
Main
Marton
Boyne
Ridge
Wood
Sandusky
Sanilac County Bedrock Geology
Church
Fitch
Elk
Stringer
Sanilac
Sanilac
Location Map
PORT SANILAC
Basler
CARSONVILLE
Eddy
Wilcox
e
Lak
O Connell
Adams
1st
Maple Grove
Ruth
Berkshire
Davis
Custer
Smeckert
Mayville
Goetze
Hunt
Gates
Snover
Frenchline
Nicol
Day
Forester
Urban
Moriarity
Walker
S
Nichol
Mushroom
E
DECKERVILLE
Booth
Ubly
Downington
Vatter
Miller
State
W
Rangeline
Ridge
Merriman
Wheeler
Arnold
Leslie
Van Dyke
Hadley
Decker
Lamton
Deckerville
Innes
N
Shabbona
Wheatland
Sheldon
Stone
Severance
Burgess
Ruth
Brady
Argyle
Argyle
�SANILAC COUNTY
Soils with Severe Limitations for Basements
s
LEGEND
N Cln
C, •-
e::..- ......,...
<?"
location Map
1!!!!!!!!!!!!!!!!!!!!!!5;;;;;;;;;;;;;;;;;;;;;;;;;iil!!!!!!!!!!!!!!!!!!!!-8 M~N
MAP PROJECTION:
Michigan Georef projectia, • Oblique Mercator. NA083. meters
DATA SOURCES:
Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8ast!!
Ml Geograptic Frame.vork Base (v 1b)
Road C enledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Projecl 7/2002
For a detailed descriptions of t he MUSYM soil code symbol, please refer to pdf file named "basement_legend.pdf".
Saml8c County SOds w,rr, Severe t.,m11a1,on to, Saseemen ts
o.:.
lnslitutc fo.- Geo.pallal Research and Educalion
EA..nf:RN MIC tllC AN UN I VER.SI-.-V
Phone: 734.487 .8487
1'1/1002
�SANILAC COUNTY
Hydric Soils
s
LEG END
Roads
D
OIY
O
Village
-
□ MCD
Hymie Soils
<?"
location Map
1!!!!!!!!!!!!!!!!!!!!5i;;;;;;;;;;;;;;;;;;;;;;;;-,l!!!!!!!!!!!!!!!!-8
M~N
MAP PROJECTION:
Michigan Georef projectia, - Oblique Mercator. NA083. meters
DATA SOURCES:
Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8ast!!
Ml Geograptic Frame.vork Base (v1b)
Road C enledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Proj ecl 7/2002
For a detailed descriptions of the MUSYM soil code symbol, please refer to pelf file named "hydric_legend.pdf".
Saml8c County - Hydr,c SoliS'
lnslitutc fo,- Geo.pallal Research and Educalion
EA..nf:RN MIC tllCAN UN I VER.SI-.-V
Phone: 734.487 .8487
Dale 11/1002
�SANILAC COUNTY
Soils with Severe Limitations to Commercial Development
1!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!5iiiiiiiiiiiiiiii--!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!~& M~N
MAP PROJECTION:
Michigan Georef projectia, • Oblique Mercator. NA083. meters
DATA SOURCES:
Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8ast!!
Ml Geograptic Frame.vork Base (v1b)
Road C enledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Project 7/2002
Fo r a detailed descriptions o f the MUSYM soil code symbol, please refer to pdf file named "comme rc ial_l egend.pdf'.
lnslitutc fo,- Geo.pallal Research and Educalion
EA..nf:RN MIC tllC AN UN I VER.SI-.-V
Phone: 734.487 .8487
O..• 12/2-002
�SANILAC COUNTY
Public Facilities
å
Ý
MINDEN CITY
Cass City
Robinson
Ý
å
Burgess
Aitken
Babcock
Wixson
åæÝ
Ý Ý
8th
Ý
Ý
Ý
Elm
Ý
æ
Vincent
Croswell
å
W ellman Line
Parker
IGRE
Fisher
.
0
2
File: public_facilities_sm.apr
4
6 Miles
Date:
'
10/2002
St Clair
Black River
å
Wildcat
å
Union
LEXINGTON
Cribbins
å
Ý
Æ̀
Wagner
å
Lake
Old M 51
å
Roach Croswell
Fargo
Æ̀
Todd
MELVIN
å
Kilgore
Arendt
å
Galbraith Line
Æ̀
Brown
Bricker
å
Greening
Loree
Phipps
Rowe
Church
Ruth
Brown
Cork
Ýå
å
Gardner Line
åÝ
Ridge
Ruth
Fitch
å
Duquette
Brockway
Jordan
å
Ý
Bullock
Sanilac County Public Facilities.
Cullins
Paldi
å
Mowerson
Cronin
Cade
Salisbury
Murray
Brown City
å
Fetting
Farr
PECK
Melvin
Brooks
Bailey
Wilcox
æ
Peck
Peck
W iltsie
Hall
Harrington
Stimson
1st
æ
Carroll
Stiles
Ý
å
Ý Ý
å
åÝ
æ
Derby
å
Loeding
Stilson
Ýæ
W alker
APPLEGATE
å
Ýæ
Marlette
Orchard
Isles
Shepherd
Baldwin
Maple Valley
Cargill
æå
ÝÝ
å
Townsend
Pritchett
Prentice
Gosline
Howard
Butler
Main
Watson
æ
Willis
Cash
Sandusky
Isles
åæ
Aitkins
Sullivan
Page
Ý
Æ̀Ý
å
Ý
Hyde
W ashington
Æ̀
Hull
Elmer
Juhl
McGill
Ñ
Æ̀Ý
Ý
Townline
Wheeler
Germania
Kaylette
Mayville
Marlette
Sandusky
Applegate
Church
Wood
Decker
Boyne
Main
Marton
Frenchline
Sanilac
Huron View
å
Sanilac
Walker
re
sho
Elk
Ñ
Fitch
Stringer
Eddy
å
PORT SANILAC
Basler
CARSONVILLE
Adams
Cooper
Day
e
Lak
O Connell
S
Nicol
åÝ
Maple Grove
Custer
E
U
%
Goetze
Hunt
Ruth
Æ̀ å
å
Smeckert
Miller
State
Ruth
Snover
Berkshire
Davis
Urban
Location Map
Rangeline
Ridge
Gates
Forester
W
æ
DECKERVILLE
Nichol
Mushroom
Innes
Ýæ
Ý æÝ
Booth
å
Vatter
Moriarity
N
Ý
Banner
Downington
æ
å
å
Ý
å å
æ
Ý
Æ̀
æ
æ å
å
å
Ý å
Ý
æ
å
Ý
Ý
å
æ
Ý
å
Ý
D
Mills
Shabbona
Merriman
å
Deckerville
Ubly
Leslie
Hadley
Van Dyke
Decker
Arnold
Lamton
å
Wheatland
Ý
å
æ
Ý
Æ̀
æ
æ
Sheldon
Wheeler
Severance
Russell
Roads
City
Village
Townships
6
CJ
Kelley
Richmondville
Argyle
Stone
Snay
Palms
Mills
Argyle
æ Ý
Morin
Ý
Ridley
Brady
å
Pringle
åÝ å
æ
Ridge
U
%
Ý
å
æ Church
Ý Cemetery
Patz
Wetzel
Minden
Cumber
å æÝ U
%
Ý
Schock
Ý
Spencer
Frieburger
Gilbert
W right
Parisville
å
Seeger
Holbrook
Public Facilities
Ñ Hospital
School
FORESTVILLE
Potts
Charleston
Tyre
å
Polk
æ
e
Verona
McMillan
Ritter
tvill
Bay City Fores
Obee
Hadley
å
Maurer
Huron Line
Legend
U
% Parks
Æ̀ Airports
.
I
\
.ara'l~rMfft.n
I YJlfu.fl'V
l)ilrlnnl brGN.lf'l,ICW~
RN NIIC-11 1
•
F......:.
Phare } ~ c ,.
�SANILAC COUNTY
Quaternary Geology
LEGEND
MINDEN CITY
t:.
□
D
D
Coarse-Textured Glacial Till
Dune Sand
End Moraines of Coarse-Textured Till
End Moraines of Fine-Textured Till
End Moraines of Medium-Textured Till
Fine-Textured Glacial Till
Glacial Outwash Sand and Gravel
Lacustrine Clay and Silt
Lacustrine Sand and Gravel
Medium-Textured Glacial Till
Peat and Muck
Village
-
Patz
Wetzel
D
D
D
D
D
D
D
Morin
Minden
Ridley
Snay
Kelley
Palms
Ridge
Frieburger
Gilbert
Cumber
Schock
Parisville
Charleston
Tyre
Spencer
W right
Polk
Holbrook
Ritter
Seeger
Obee
e
FORESTVILLE
Potts
CJ Townships
Quaternary Geology
Verona
McMillan
Hadley
tvill
Bay City Fores
Maurer
Huron Line
Roads
City
Cass City
Russell
Mills
Robinson
Mills
Richmondville
Pringle
N
Shabbona
Rangeline
Ridge
Merriman
Banner
Arnold
O Connell
Lake
Derby
Phipps
Rowe
Ruth
Church
Fitch
Fetting
Cash
Roach Croswell
Wixson
Hall
8th
Cullins
Farr
Shepherd
LEXINGTON
Harrington
Union
Baldwin
Peck
PECK
Peck
6 Miles
Date: 10/2002
St Clair
File: quaternary_sm.apr
4
Vincent
2
Wildcat
0
Fisher
Croswell
Bullock
Black River
Parker
Cade
W ellman Line
Todd
Kilgore
Arendt
Cronin
Bailey
Galbraith Line
MELVIN
Salisbury
Cribbins
Brown
Brockway
Elm
Gardner Line
Mowerson
Murray
Brown City
Jordan
Melvin
Brooks
Duquette
Stimson
Bricker
Stiles
Cork
Paldi
Fargo
Maple Valley
Cargill
Isles
Carroll
Aitken
Babcock
Brown
Wagner
Loeding
Orchard
Sullivan
Gosline
Howard
Butler
Watson
Main
Prentice
Pritchett
Kaylette
Page
Stilson
Willis
W iltsie
Old M 51
McGill
Germania
Isles
Sandusky
Hull
Elmer
Juhl
APPLEGATE
Marlette
Aitkins
Sanilac County Quaternary Geology
W alker
Townsend
Applegate
Marlette
Location Map
Greening
Loree
Wheeler
Townline
Decker
Boyne
Main
Marton
W ashington
Cooper
Wilcox
Hyde
Ridge
Ruth
Sandusky
1st
Church
Fitch
Wood
Sanilac
Mayville
Huron View
Sanilac
Stringer
Elk
Eddy
Frenchline
PORT SANILAC
Basler
CARSONVILLE
Adams
Walker
re
sho
Custer
Smeckert
Miller
Maple Grove
Snover
Ruth
Berkshire
Davis
Urban
Moriarity
e
Lak
Day
Forester
Gates
Mushroom
Innes
Nicol
Nichol
Vatter
E
S
Goetze
Booth
Ubly
Downington
W
DECKERVILLE
Hunt
Deckerville
Leslie
Van Dyke
Hadley
Decker
Lamton
Wheatland
Sheldon
Wheeler
Severance
State
Argyle
Stone
Burgess
Ruth
Brady
Argyle
�SANILAC COUNTY
Soil with Severe Limitation for On-site Septic Systems
s
LEGEN D
g::;
~:!-...._
<?"
location Map
l!!!!!!!!!!!!!!!!!!!!!--iiiii i i i i i i i - 'il!!!!!!!!!!!!!!!!!!-8 M~N
MAP PROJECTION:
Michigan Georef projectia, • Oblique Mercator. NA083. meters
DATA SOURCES:
Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8 ast!!
Ml Geograptic Frame.vork Base (v1b)
Road C enledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Proj ect 7/2002
For a d etailed descriptions o f the MU SYM soil code symbo l, please refer to pdf file named "septic_legend.pd f ".
Dale
rmoo2
lnslitutc fo,- Geo.pallal Research and Educalion
EA..nf:RN MIC t llCAN UN I VER.SI-.-V
Phone: 734.487 .8487
�SANILAC COUNTY
Topography
LEGEND
Schock
Roads
City
Village
Townships
/V Contours
t::J
D
600
Parisville
790
620
0
Polk
Patz
0
67
Wetzel
D
Morin
Ridley
Minden
0
79
79
Snay
Kelley
Palms
0
Ridge
Russell
840
Mills
790
Cass City
780
700
Charleston
Tyre
Frieburger
0
Cumber
770
Gilbert
77
Obee
780
Spencer
780
Holbrook
FORESTVILLE
Potts
85
Maurer
0 Verona
77 0
730
W right
78
McMillan
Hadley
tville
Bay City Fores
Ritter
Seeger
MINDEN CITY
80
0
Huron Line
Robinson
Mills
re
sho
800
790
750
750
750
680
790
780
Greening
780
Rowe
Ruth
Phipps
Derby
800
Aitken
650
Loeding
8th
LEXINGTON
770
690
Vincent
Croswell
St Clair
800
W ellman Line
Parker
Bullock
Fisher
I ,G RE
Location Map
0
2
4
6 Miles
Contour Interval: 10 Meters
File: Topography_sm.apr
Date: 10/2002
610
Black River
Todd
Kilgore
780
Galbraith Line
0
85
590
Cribbins
Brown
Bricker
Cork
Duquette
Brockway
Arendt
Cronin
Bailey
Cade
MELVIN
Salisbury
-1
Elm
Gardner Line
Mowerson
800
Murray
Jordan
Melvin
Brooks
Wildcat
Fargo
0
Paldi
81
Stimson
Union
740
Farr
Cullins
Wixson
Isles
Shepherd
Baldwin
Maple Valley
Cargill
PECK
630
Roach Croswell
Hall
Peck
Peck
Babcock
Wagner
Brown
Prentice
Sullivan
Gosline
Howard
Butler
0
86
Watson
Main
Orchard
Pritchett
Old M 51
McGill
W iltsie
Harrington
Brown City
Lake
Huron View
Rid
0 ge
73
APPLEGATE
Church
Fitch
Fetting
Cash
Sandusky
Isles
Germania
780
e
Lak
0
71
W alker
720
780
780
State
Loree
Townline
Hull
Juhl
7 90
Elmer
790
790
Wheeler
790
Kaylette
Page
Carroll
Stiles
Sanilac County Topography
830
Ruth
790
770
Decker
Boyne
Main
0
n
80Marto
Stilson
Willis
Wilcox
Hyde
Marlette
Aitkins
1st
PORT SANILAC
Townsend
Applegate
Marlette
0
820
Wood
Sandusky
W ashington
Cooper
Mayville
Church
Fitch
Stringer
Elk
760
Frenchline
Basler
Sanilac
Sanilac
Walker
Maple Grove
O Connell
CARSONVILLE
Eddy
Miller
Goetze
Hunt
Smeckert
Adams
87
Ruth
Custer
Innes
0
75
Berkshire
Davis
Gates
Snover
Nicol
Day
Forester
Urban
Moriarity
E
DECKERVILLE
800
Ubly
7 60
Mushroom
W
S
Nichol
Vatter
60 abbona
7Sh
Booth
0
Downington
660
Ruth
Rangeline
Ridge
Banner
Merriman
nd
Wheatla
790
Sheldon
770
78
Deckerville
Leslie
Van Dyke
Hadley
Decker
Arnold
0
Stone
0
78
750
Lamton
78
0
77
78
0
Wheeler
740
Burgess
810
Brady
780
Argyle
Argyle
730nce
Severa
N
Richmondville
790
Pringle
�SANILAC COUNTY
Prime Farmland Soils
s
LEGEND
N R....
□ Cly
-
□ -II<
0
MCO
Prime Faml-and Sols
<?"
location Map
l!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!-a-a-a-a-a-a;;;;;-i!!!!!!!!!!!!!!!!!!!!!!!!!!!!=
• w..,
MAP PROJECTION:
Michigan Georef projectia, - Oblique Mercator. NA083. meters
DATA SOURCES:
Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8ast!!
Ml Geograptic Frame.vork Base (v1b)
Road Cenledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Proj ecl 7/2002
For a detailed descriptions of the MUSYM soil code symbol. please refer t o pdf file named ..f annland_legend.pdf'.
Saml8c County - Pnm& Faunliltttl So,ts
Da:. 11/2002
lnslitutc fo,- Geo.pallal Research and Educalion
EA..nf:RN MICtllCAN UNIVER.SI-.-V
Phone: 734.487 .8487
�SANILAC COUNTY
Land Cover Circa 1800
LEGEND
MINDEN CITY
Schock
Parisville
Ridley
Minden
Cumber
Patz
Wetzel
Morin
Snay
Kelley
Palms
Ridge
Frieburger
Gilbert
W right
Charleston
Tyre
Spencer
FORESTVILLE
Potts
Polk
Holbrook
Ritter
Seeger
Obee
e
Verona
McMillan
Hadley
tvill
Bay City Fores
Maurer
Huron Line
Roads
City
Village
Townships
Land Cover Circa 1800
Beech-Sugar Maple Forest
Beech-Sugar Maple-Hemlock Forest
Black Swamp
Cedar Swamp
Hemlock-White Pine Forest
Lake/River
Mixed Conifer Swamp
Mixed Hardwood Swamp
Muskeg/Bog
Shrub Swamp/Emergent Marsh
Wet Prairie
White Pine-Mixed Hardwood Forest
Cass City
Russell
Mills
Robinson
Mills
Rangeline
Ridge
Merriman
Wheeler
Banner
Arnold
DECKERVILLE
Lake
Greening
Loree
W alker
Derby
Phipps
Rowe
Ruth
Church
Fitch
Fetting
Cash
Marlette
Willis
Roach Croswell
Wixson
Hall
8th
Cullins
Farr
Shepherd
LEXINGTON
Harrington
Union
Baldwin
Peck
PECK
Peck
Date: 10/2002
6 Miles
St Clair
4
Vincent
File: Land_cover_sm.apr
2
Wildcat
0
Fisher
Croswell
Bullock
Black River
Parker
Cade
W ellman Line
Todd
Kilgore
Arendt
Cronin
Bailey
Galbraith Line
MELVIN
Salisbury
Cribbins
Brown
Brockway
Elm
Gardner Line
Mowerson
Murray
Brown City
Jordan
Melvin
Brooks
Duquette
Stimson
Bricker
Stiles
Cork
Paldi
Fargo
Maple Valley
Cargill
Isles
Carroll
Aitken
Babcock
Brown
Stilson
Wagner
Loeding
Orchard
Sullivan
Gosline
Howard
Butler
Watson
Main
Prentice
Pritchett
Kaylette
Page
Aitkins
W iltsie
Old M 51
McGill
Germania
Isles
Sandusky
Hull
Elmer
Juhl
APPLEGATE
Townsend
Applegate
Marlette
Sanilac County Land Cover Circa 1800
Huron View
Ruth
Wheeler
Townline
Decker
Boyne
Main
Marton
W ashington
Cooper
Location Map
Hyde
Ridge
Wood
Sandusky
Wilcox
Church
Fitch
Elk
Stringer
Sanilac
Sanilac
1st
PORT SANILAC
Basler
CARSONVILLE
Eddy
Mayville
re
sho
O Connell
Adams
Frenchline
e
Lak
Custer
Smeckert
Walker
Maple Grove
Snover
Ruth
Berkshire
Davis
Urban
Moriarity
Miller
Goetze
Hunt
Day
Forester
Gates
Mushroom
Innes
Nicol
Nichol
Vatter
E
S
Booth
Downington
Ubly
Leslie
Van Dyke
Hadley
Decker
Lamton
Deckerville
W
State
Shabbona
Wheatland
Sheldon
Stone
Burgess
Ruth
Brady
Argyle
Argyle
Severance
N
Richmondville
Pringle
�SANILAC COUNTY
Woodlots Circa 1978
LEGEND
Roads
City
Village
Townships
Woodlots
D Aspen, Birch
D Central Hardwood
D Christmas Tree Plantation
D Lowland Conifer
Lowland Hardwood
D Northern Hardwood
Other Upland Conifer
D Pine
Wooded Wetland
1::1
D
MINDEN CITY
'D
'a
I
Morin
Minden
Ridley
Snay
Kelley
Palms
Ridge
Cass City
Mills
"6
Mills
Pringle
DECKERVILLE
e
Lak
re
sho
Lake
Huron View
Ruth
Sandusky
Hyde
Greening
Loree
Wheeler
W ashington
Derby
Phipps
Rowe
Church
Ruth
Cash
Fetting
Fitch
APPLEGATE
Willis
Roach Croswell
Wixson
Hall
8th
Cullins
Farr
Shepherd
LEXINGTON
Harrington
Union
Baldwin
Peck
PECK
Peck
6 Miles
Date: 10/2002
St Clair
File: woodlots_sm.apr
4
Vincent
2
Wildcat
0
Fisher
Croswell
Bullock
Black River
Parker
Cade
W ellman Line
Todd
Kilgore
Arendt
Cronin
Bailey
Galbraith Line
MELVIN
Salisbury
Cribbins
Brown
Brockway
Elm
Gardner Line
Mowerson
Murray
Brown City
Jordan
Melvin
Brooks
Duquette
Stimson
Bricker
Stiles
Cork
Paldi
Fargo
Maple Valley
Cargill
Isles
Carroll
Aitken
Babcock
Brown
Stilson
Wagner
Loeding
Orchard
Prentice
Gosline
Howard
Butler
Main
Watson
Sullivan
Aitkins
W iltsie
Old M 51
Marlette
Pritchett
Kaylette
Page
Marlette
W alker
Townsend
Applegate
McGill
Germania
Isles
Sandusky
Hull
Juhl
Elmer
Townline
Decker
Main
Marton
Boyne
Ridge
Wood
Church
Fitch
Elk
Stringer
Sanilac
Sanilac
Cooper
Sanilac County Woodlots
PORT SANILAC
Basler
CARSONVILLE
Eddy
Wilcox
Maple Grove
O Connell
Adams
Location Map
Ruth
Berkshire
Davis
Custer
Smeckert
1st
Goetze
Hunt
Booth
Gates
Snover
Mayville
Nicol
Day
Forester
Urban
Moriarity
E
S
Nichol
Mushroom
Frenchline
W
State
Banner
Ubly
Downington
Vatter
Walker
~
ii
Rangeline
Ridge
Merriman
Wheeler
Arnold
Leslie
Van Dyke
Hadley
Decker
Lamton
Deckerville
Miller
N
Shabbona
Wheatland
Sheldon
Stone
Burgess
Ruth
Brady
Argyle
•
Richmondville
..,
Argyle
Innes
""'
Russell
Robinson
Severance
--
Patz
Wetzel
"
Frieburger
Gilbert
Cumber
Schock
Parisville
Charleston
Tyre
Spencer
W right
Polk
Holbrook
Ritter
Seeger
)
Obee
e
Verona
McMillan
Hadley
tvill
Bay City Fores
Maurer
Huron Line
□
FORESTVILLE
Potts
�SANILAC COUNTY
Transportation
LEGEND
MINDEN CITY
Schock
Parisville
Patz
Wetzel
Ridley
Minden
Cumber
Railroads
Airports
Roads
City
Village
Townships
Morin
Snay
Kelley
Palms
Ridge
Frieburger
Gilbert
W right
Charleston
Tyre
Spencer
FORESTVILLE
Potts
Polk
Holbrook
Ritter
Seeger
Obee
e
Verona
McMillan
Hadley
tvill
Bay City Fores
Maurer
Huron Line
Cass City
Russell
Mills
Robinson
N
Mills
Richmondville
Pringle
Rangeline
Ridge
Merriman
Wheeler
Banner
Arnold
Lake
Huron View
Ruth
Greening
Loree
Wheeler
Derby
Phipps
Rowe
Church
Ruth
Cash
Fetting
Fitch
APPLEGATE
Willis
Roach Croswell
Wixson
Hall
8th
Cullins
Farr
Shepherd
LEXINGTON
Harrington
Union
Baldwin
Peck
PECK
Peck
6 Miles
Date: 10/2002
St Clair
File: transportation_sm.apr
4
Vincent
2
Wildcat
0
Fisher
Croswell
Bullock
Black River
Parker
Cade
W ellman Line
Todd
Kilgore
Arendt
Cronin
Bailey
Galbraith Line
MELVIN
Salisbury
Cribbins
Brown
Brockway
Elm
Gardner Line
Mowerson
Murray
Brown City
Jordan
Melvin
Brooks
Duquette
Stimson
Bricker
Stiles
Cork
Paldi
Fargo
Maple Valley
Cargill
Isles
Carroll
Aitken
Babcock
Brown
Stilson
Wagner
Loeding
Orchard
Prentice
Gosline
Howard
Butler
Main
Watson
Sullivan
Aitkins
W iltsie
Old M 51
Marlette
Pritchett
Kaylette
Page
Marlette
W alker
Townsend
Applegate
McGill
Germania
Isles
Sandusky
Hull
Juhl
Elmer
Townline
Decker
Boyne
Main
Marton
W ashington
Cooper
Sanilac County Transportation
Hyde
Ridge
Wood
Sandusky
Location Map
Church
Fitch
Elk
Stringer
Sanilac
Sanilac
Wilcox
PORT SANILAC
Basler
CARSONVILLE
Eddy
1st
re
sho
O Connell
Adams
Mayville
e
Lak
Custer
Smeckert
Frenchline
Maple Grove
Snover
Ruth
Berkshire
Davis
Urban
Moriarity
Walker
Goetze
Hunt
Day
Forester
Gates
Mushroom
Miller
Nicol
Nichol
Vatter
Innes
S
DECKERVILLE
Booth
Downington
Ubly
Leslie
Van Dyke
Hadley
Decker
Lamton
Deckerville
E
State
Shabbona
Wheatland
Sheldon
Stone
Severance
W
Burgess
Ruth
Brady
Argyle
Argyle
�SANILAC COUNTY
Wetlands
LEGEND
MINDEN CITY
Schock
Parisville
Ridley
Snay
Kelley
Palms
Ridge
Cass City
Russell
Mills
Robinson
Mills
,,,.
Rangeline
Goetze
Hunt
e
Lak
re
sho
Maple Grove
Ruth
Berkshire
i.
PORT SANILAC
Basler
Lake
Huron View
Sandusky
Hyde
Greening
Ridge
Ruth
Church
Fitch
Stringer
Sanilac
Sanilac
Townline
Derby
Phipps
Rowe
Church
APPLEGATE
Townsend
Babcock
Brown
Roach Croswell
Wixson
8th
LEXINGTON
Union
Harrington
Peck
Wildcat
Vincent
Croswell
2
I ,G RE
Fisher
4
Date: 10/2002
6 Miles
St Clair
Black River
Parker
Cade
File: wetlands_sm.apr
.er;
W ellman Line
Bullock
0
Todd
Kilgore
Arendt
Cronin
Bailey
Galbraith Line
MELVIN
Salisbury
Cribbins
Brown
Duquette
Brockway
Elm
Gardner Line
Mowerson
Murray
Brown City
Jordan
Melvin
Brooks
Bricker
Cork
Paldi
Fargo
PECK
Peck
Stimson
Wilcox
Aitken
Hall
Cullins
Farr
Shepherd
Baldwin
Maple Valley
Cargill
Isles
Carroll
Stiles
1st
Wagner
Loeding
Orchard
Prentice
Gosline
Howard
Butler
Watson
Main
Stilson
Willis
W iltsie
Old M 51
Marlette
Aitkins
Sullivan
Page
Marlette
oD
Pritchett
-
Sanilac County Wetlands
Ruth
.. -0
Location Map
W alker
0
Applegate
McGill
Kaylette
Mayville
Fitch
cl''
Fetting
D
b
Cash
Isles
Germania
Frenchline
.
d
~
Sandusky
,
Hull
Elmer
'lf=s:;}
0
Loree
~-.
W ashington
,o
u
Juhl
SJ
MilDler
Wheeler
Decker
(!
Walker
0
0
~-:
Cooper
Elk
"'~
Wood
Boyne
Main
Marton
·('. 0
"'
Nicol
CARSONVILLE
Eddy
,-
Cc,,
O Connell
,, _
~~
•
Smeckert
~
~
0
:.. Forester
er'
Custer
Innes
~
Ridge
=
Snover
k:>
Adams
Davis
Cl I
Moriarity
S
Day
D53 0
E
DECKERVILLE
0
a
ban
Ura=
W
- --+-- ~ + - h+-~---e'I.
a
Gates
cy
\l
D
Nichol
Vatter
Shabbona
,:1.+--+____;f---+~i----+
Booth
Downington
"'
Ubly
Leslie
Hadley
Van Dyke
~~"
4"' or;,.
,.
Mushroom
Banner
·,
Deckerville
~
""'-
Merriman
Wheeler
~
~
Q, •
Arnold
·,..,.
c;J
Decker
Lamton
I\.
Wheatland
Sheldon
Stone
State
Argyle
N
Burgess
Ruth
Brady
Argyle
..,.
;r ·
Richmondville
Pringle
Severance
-D
Patz
Wetzel
Minden
Cumber
1::1
D
Morin
Frieburger
Gilbert
W right
Charleston
Tyre
Spencer
Roads
City
Village
Townships
Wetlands
Beach/Bar
C J Emergent
D Forested
Open Water
C J Scrub-Shrub
FORESTVILLE
Potts
Polk
Holbrook
Ritter
Seeger
Obee
e
Verona
McMillan
Hadley
tvill
Bay City Fores
Maurer
Huron Line
�SANILAC COUNTY
Watersheds (Hydrography)
LEGEND
County Line Creek
rain
Paris D
River
South Fork Cass River
River
Mill Creek
Benhke Creek
rain
tin D
Cass
Branch
North
ass
Fork C
Rivers
Lakes
Drains
Roads
City
Village
Townships
Rivers
Lakes
Watersheds
Birch-Willow
Cass
Flint
Pigeon-Wiscoggin
ST. Clair
FORESTVILLE
Aus
South
MINDEN CITY
Martell Creek
Elk Creek
r
G
nm
ee
an
Cr
k
ee
Big Gulley
Creek
Indian Creek
ck R
Bla
tin Drain
Evergreen and Aus
Bishop Drain
iver
Middle
Branc
h Cass
Riv
N
Big
Cre
ek
reek
Big C
W
u
So
er
c
ran
th B
DECKERVILLE
Cherry Creek
S
ek
ter Cre
F ores
Sherman Creek
er
Riv
Black River
as s
hC
rth
No
Creek
Miller
ite
Wh
Daunt
nch
Bra
Branch
E
Tu
rtl
ek
Cre
e
k
ree
rd C
wfo
Cra
Cr
ee
k
k
CreeSANILAC
iens
LPORT
CARSONVILLE
Herron Creek
Bl
ac
k
Sou
th
Smalldon Drain
Bran
c
E lk
h Ca
ss R
iver
Cre
ek
Sandusky
n
Dr
ai
n
in
Dr a
Ri
ve
r
rain
ett D
M
Rick
Riv
er
Ca
ss
Drain
ran
ch
ain
Dr
Potts
So
uth
B
ld
na
Do
Mc
k
r
Black Rive
Marlette
Cree
APPLEGATE
ul
le
Hale
enzie
Mc K
Arnot Creek
Colu
eek Drain
Spring Cr
Taylor Drain
Croswell
m bus
Fletcher
Drain
kR
Blac
iver
Setter Drain
Black River
Mu
llan
ey
Brown City
Seym
our C
reek
Cork Drain
Drain
Macklem Drain
Elk Creek
Dra
i
Bla
ck
Cre
ek
Mason Drain
in
Dra
an
Tom
MELVIN
D
lair
St C
and
c
ila
San
York Drain
0
Mill C
reek
n
Varney Drain
Location Map
Sanilac County Watersheds (Hydrography)
LEXINGTON
PECK
Lapeer and San
ilac
Drain
Scott
Mill Creek
Drain
Mills Creek
2
File: watersheds_sm.apr
rain
Jacks on Creek
4
6 Miles
Date: 10/2002
Birch C
reek
�Appendix C:
Sanilac County Airport
Plan Maps
�MARLETTE TOWNSHIP (77G)
FREQ
CTAF/U
(UNMON)
895'
ELEV
122.8
CLEVELAND
CTR
127.7
N
t
2
SCALE IN MILES
5-03
RwY 01 / 19
3500 ' X 75 '
(I067M X 23M)
RwY 09 / 27
3800' X 75'
<1l59M X 23M)
10062.llA
74-12
L □ CATI □ N
3
~
-50 ' /
~
+2P ~
+24'
--
g +()IS' POND
19 ®
CULTI VA TED
D
~-
o::
B
ir,
+40 '
-
§ +25'
0
0
ts·
~
CE METERY
(')
8
CULTI VA TED
+IS'
§.so·O
800
S~ET
SKETCH
RWY LENGTH BEYOND DISPLACED THR
01/ –– * 09/ ––
19/ –– * 27/ ––
COORDINATES
43° 18.71'N
083° 05.45'W
FM CITY: 1.0 mi SW
LGT: ROTG BCN. MIRL, REIL, PAPI–STD
PCL CTAF.
MGR: Ted Huntoon
Richard Long, Asst
PH:
989-635-3431 (Res Eve)
989-635-3596 (Asst day)
FBO: Burton Aviation 989-635-3500
ATND: M-F, 0800 - 1700
RDO NAV AIDS: IAP, 114.0 (ECK) 289° 16.7
NM to fld.
FUEL: 100LL**
RPR: Major A & P
WX: FSS LAN 800-992-7433, DTN
SNW RMVL: Yes
TRNSP: None*
MEALS: In town, 1.0 mi
RON: B&B 0.3 mi
l Coml lndg fee $10.00.
l Admin bldg access—depress V, then simultaneous III-II, then I.
l Glider opns.
l TPA- 1695' MSL (800' AGL).
l **Self serve credit card 24 hrs.
- 151 -
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
R
S
T
V
W
Y
Z
License
General Utility
�r/c-·?
.:· __ . ..;)i
0
1000
2000
3000
SCALE
1"=1 000'
~-
ass-~,
~
..:l
\
0
.
c:i:::
1~b
~
?.4
MICHIGAN AERONAUTICS
COMMISSION
._MDOT
'
8~1
-
\ ,
•
8-7 2
.
>
t
--~-,_..,....-
-
I
.....
- c-:--
·-\t::
I
q;<r-1.
~
' I
fr
.
. ~-:.~. ~
-,. . ~
r
A75}
;I
I
r
19
~ _,~~-
,-rI
86 1
LAND USE ZONING
Marlette Township
MICHIGAN
~OEl'-"""1-JITCl'~•rv-
........ c : , ~
----t;--..0,
DEPARTMEN T Of TRAN SP ORTATION
BUREAU Of AERONAU TI CS
LANSING, MICHIGAN
""'
---=-
Af V IS IOh S
ZONING
74-12
�ACCIDENT SAFETY ZONES, LAND USE GUIDELINES AND
PLANNING STRATEGIES FOR NEW DEVELOPMENT
Accident
Safety
Zone
Zone 1
(See Special
Note)
Land Use
Characteristics
Land .Use
Guidelines
Land Use Planning Strategies
*All aviation uses are acceptable
Population
Density
Residential vs.
Non-Residential
Land Use
Avoid land uses
which concentrate
people indoors or
outdoors.
Prohibit all
residential land
uses. All nonresidential land uses
permitted outright
subject to the
Population Density
and Special
Function Land Use
guidelines.
I. 0-5 people/acre.
2. Airport sponsor should purchase property
if possible.
3. Zone land uses, which by their nature, will
be relatively unoccupied by people (i.e.
mini-storage, small parking lots).
1. Create a height hazard overlay ordinance
2.
3.
4.
5.
6.
7.
8.
Special
Function
Land Use
around the airport.
Airport sponsor should purchase property
if possible.
Airport sponsor should obtain avigation
and obstruction easements.
During the site development pr()cess, shift
all structures away from the runway
centerlines if possible.
Landscaping requirements shall establish
only low growing vegetation.
Prohibit high overhead outdoor lighting.
Require downward shading of lighting to
reduce glare.
Evaluate all possible permitted
conditional uses to assure compatible land
use.
I. Prohibit overhead utilities and all noise
sensitive land uses.
2. Zone land for uses other than for schools,
play fields, hospitals, nursing homes,
daycare facilities and churches.
3. Limit storage of large quantities of
hazardous or flammable material.
4. Ensure permitted uses will not create
large areas of standing water, or generate
smoke/steam, etc.
Special Note: Since the dimensions of Zone 1 correspond to the dimensions of the Runway Protection Zone (RPZ), those
airports receiving federal grant dollars from the FAA's Airport Improvement Program, shoul.p-sfro.ngly consider purchas~g the
RPZ or otherwise acquire rights to the property for the RPZ..
··
�- - - - - - -
------
-
COMPATIBLE LAND USE MATRIX
Land Use
Guidelines
Land Use Planning Strategies
Accident
Safety
Zone
Land Use
Characteristics
Zone2
Population
Density
Avoid land uses
which concentrate
people indoors or
outdoors.
1. 0-5 people/acre.
2. .zone land uses, which by their nature, will
be relatively unoccupied by people (ie.
mini-storage, small parldng lots).
Residential vs.
Non-Residential
Land fie
Prohibit all
residential land
uses. All nonresidential land uses
permitted outright
subject to the
Population Density
and Special
Ftmction Land Use
guidelines.
1. Create a height hazard overlay ordinance
around the airport.
2. Obtain avigation and obstruction
easements.
3. During site development process, shift all
structures away from the runway
centerlines if possible.
4. Prohibit mobile home parks.
5. Landscaping requirements shall establish
only low growing vegetation
6. Prohibit high overhead outdoor lighting.
7. Require downward shading of lighting to
reduce glare.
8. Evaluate all possible permitted conditional
uses to assure compatible land use.
Special
Function Land
Use
*All aviation uses are acceptable
1. Prohibit overhead utilities and all noise
sensitive land uses.
2. 2.one land for uses other than for schools,
play fields, hospitals, nursing homes,
daycare facilities and churches.
3. Limit storage of large quantities of
hazardous or flamnable material
4. Fnsure pennitted uses will not create large
areas of standing water, or generate
smoke/steam, etc.
�COMPATIBLE LAND USE MATRIX
Land Use Planning Strategies
Land Use
Guidelines
Accident
Safety
Zone
Land Use
Characteristics
Zone3
Population
Density
Avoid land uses
which concentrate
people indoors or
outdoors.
Residential vs.
Non-Residential
Land Use
I. Create a height hazard overlay ordinance
around the airport.
2. Obtain avigation and obstruction
easements.
3. During site development process, shift all
structures away from the runway
All non-residential
centerlines if possible.
land uses permitted
4. Prohibit mobile home parks.
outright subject to
the Special Function 5. Landscaping requirements shall establish
only low growing vegetation.
Land Use
6. Prohibit high overhead outdoor lighting.
guidelines.
7. Require downward shading of lighting to
reduce glare.
8. Evaluate all possible permitted conditional
uses to assure compatible land use.
*All aviation uses are acceptable
1. < 25 people/acre.
2. Z.one land uses, which by their nature, will
be relatively unoccupied by people (i.e.
mini-storage, srmll parlcing lots).
Limit residential
development to
Low Density
housing standards.
·-
Special
Function Land
Use
1. Prohibit overhead utilities and all noise
sensitive land uses.
2. Z.one land for uses other than for schools,
play fields, hospitals, nursing homes,
daycare facilities and churches.
3. Limit storage of large quantities of
hazardous or flammable material.
,I
-
1 ----- ...
:11 __ ... ___ ... .., 1---
�COMPATIBLE LAND USE MATRIX
Land Use Planning Strategies
Land Use
Guidelines
AccJdent
Safety
Zone
Land Use
Characteristics
Zone4
Population
Density
Limit population
concentrations.
Residential vs.
Non-Residential
Land Use
1. Create a height hazard overlay ordinance
Limit residential
around the airport.
development to Low
2. Obtain avigation easemmts.
Density housing
3. Clustered development to maintain density
standards.
as long as open space remains unbuilt.
Place
clustered development away from ex
All non-residential
tended runway centerline.
land uses permitted
4. Prohibit mobile home parks.
outright subject to
the Special Function 5. Require downward shading of lighting to
reduce glare.
Land Use
6. Evaluate all possible permitted conditional
guidelines.
uses to assure compatible land use.
"'All aviation uses are acceptable
\
Special
Function Land
Use
1. < 40 people/acre in buildings, < 75
persons/acre outside buildings.
1. Evaluate noise sensitive land uses in light
of aircraft noise contour lines (if
available) when establishing new zoning.
2. Prohibit high overhead utilities and all
noise sensitive land uses.
3. Z.One land for uses other than for schools,
play fields, hospitals, nursing homes,
daycare facilities and churches.
4. Limit storage of large quantities of
hazardous or flammable material.
"
Rn<:lnrp-
., 11<:lf><:l u.1m nnt ~rP~tP 1,,,.,_
�- - - - - - - -
--
-
COMPATIBLE LAND USE MATRIX
Land Use
Guidelines
Land Use Planning Strategies
Accident
Safety
Zone
Land Use
Characteristics
Zone 5
Population
Density
Avoid land uses
which concentrate
people indoors or
outdoors.
1. 0-5 people/acre.
2. Z.one land uses, which by their nature, will
be relatively unoccupied by people (ie.
mini-storage, small parldng lots).
Residential vs.
Non-Residential
Land Use
Prohibit all
residential land
uses. All nonresidential land uses
permitted outright
subject to the
Population Density
and Special
Function Land Use
guidelines.
1. Airport sponsor should purchase property
if possible.
2. Create a height hazard overlay ordinance
around the airport.
3. Obtain avigation and obstruction
easements.
4. During site development process, shift all
structures away from the runway
centerlines if possible.
5. Landscaping requirements shall establish
only low growing vegetation.
6. Prohibit high overhead outdoor lighting.
7. Require downward shading of lighting to
reduce glare.
8. Evaluate all possible permitted conditional
uses to assure compatible land use.
*All aviation uses are acceptable
._
Special
Function Land
Use
-
1. Prohibit overhead utilities and all noise
sensitive land uses.
2. Z.one land for uses other than for schools,
play fields, hospitals, nursing homes,
daycare facilities and churches.
3. Limit storage of large quantities of
hazardous or flammable material.
4. Ensure permitted uses will not create large
areas of standing water, or generate
smoke/steam, etc.
I
i
�A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
R
S
T
V
W
Y
Z
IL
IN
OH
WI
ON
SANDUSKY CITY (Y83)
FREQ
CTAF/U
(UNMON)
SANDUSKY CITY
AIRPORT
122.8
776'
ELEV
2
t
3
SCALE IN MILES
06-03
R\./Y 09/27
3000' X 75'
(915M X 23c)
R\./Y 18/36
2300' X 150'
(701M X 46ri)
10323.!A
74-9
L □ CATI □ N
CULTIVATED
CULTIVATED
3000' X 75'
Q IE]
0
'.'j_-,
~
0+60'
7\
~
~cu',
CULTIVATED
,,
7\~
CULTIVATED
I
V
+60'
'
-;\~
-;\~
'i
'L
(/)
:::J
co
O --36~~ j3
z
q
EMBANKMENT
0 ■ ■ __ - ~ 6 3
T-T\_
>-
~DITCH
-10'
CUSTER
V)
RD
o• _1T~-,~-,~-,~-,~-,
+40
+20
'>~~AT~-,~-,~-,---,~
+30'
wW
+51'
I
600
SCALE IN FEET
SKETCH
RWY LENGTH BEYOND DISPLACED THR
09/ –– * 18/ ––
27/ –– * 36/ 1917'
COORDINATES
43° 27.33'N
082° 50.49'W
FM CITY: 2.5 mi N
LGT: ROTG BCN RIEL, MIRL, PAPI rwy 9/27
key mic 5X CTAF.
MGR: Joe Allen
PH:
810-648-4194
810-648-4444 (City Hall)
810-648-9894 (Unatnd Arpt)
FBO: Sandusky Svc 810-710-0080
ATND: Ireg
NAV AIDS: 114.0 (ECK) 341° 13.2 NM to fld.
FUEL: 100LL*
RPR: Major A&P ireg or by arngmt**
WX: FSS LAN 800-992-7433, DTN
SNW RMVL: Yes–call ahead
TRNSP: Rntl car 810-648-2848 (prior req), taxi
810-679-4090, bus sys 810-657-9311. CC
call ahead
MEALS: In town
RON: In town
l
l
l
l
*For fuel 810-648-4194, 810-710-0080 or 810-648-2000 (Sheriff).
Birds & deer on & invof arpt.
3 ft embankment 50' from Rwy 36 thr.
** For A&P service call 810-648-4194.
- 220 -
License
General Utility
�CROSWELL, ARNOLD FIELD (55G)
FREQ
CTAF/U
UNMON
780'
122.8
N
t
ELEV
2
3
SCALE IN MILES
11-03
09699,02A
74-10
LOCATION
2570' X 75'
RwY 07/25
(783M X 23M)
CULTIVATED
2585' X 140'
RwY 18/36
(788M X 43M)
~
cj
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"'
+20'
u
0
L
0 +15' T
0
_J
_J
I
V
w
::,
A
(/)
□
T
0
"'u
+20'
E
D
0
0
CULTIVATED
+25'
g-r--r--r--r
ROACH
CULTIVATED
RD,
500
SCALE IN FEET
SKETCH
RWY LENGTH BEYOND DISPLACED THR
07/ 2030' * 18/ 2085'
25/ –– * 36/ 2115'
COORDINATES
43° 17.86'N
082° 36.44'W
FM CITY: 2.0 mi NE
LGT: LIRL not for pub use.
MGR: Bart Perry
PH:
810-679-2487
810-679-8010 (Eve)
FBO: None
ATND: Unatnd
NAV AIDS: 114.0 (ECK) 079° 5.0 NM to fld.
FUEL: None
RPR: None
WX: FSS LAN 800-992-7433
SNW RMVL: No
TRNSP: Taxi 810-679-4090
MEALS: In town
RON: In town, 2.0 mi CC
l Winter opns skis only. Arpt clsd Nov-Mar
l Admin bldg access—depress V, then simultaneous III-II, then I.
- 47 -
License
Basic Utility
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
R
S
T
V
W
Y
Z
■
�Appendix D:
Models for Threshold Standards and
Impact Assessment for All Site Plans
And Site Plan Reviews
�Development of Threshold Standards and Obtaining Impact Assessment for Review
of Proposed Projects
Threshold standards and impact assessments are important devices to help municipalities
ensure and maintain a good quality of life within a given municipality. Threshold
standards are developed as a checklist to coincide with the master plan and provide a
guideline as to how individual processes of a municipality shall be coordinated and
executed. When threshold standards are executed properly, processes and functions
within a municipality will work efficiently, and should improve the quality of living
within a given community.
Impact assessment standards should be required to be provided by -all prospecting
developers for any new development plan. An impact assessment is a written statement
from a developer providing information regarding the projected environmental impacts of
the proposed development. Within the impact assessment should also be a statement of
remediation intent for any and all natural environments that will be disturbed such as a
wetland, throughout the course of the development project
Impact Assessment Standards
Fiscal - evaluation of impact on County operations, capital improvements and
development impact fee revenues and expenditures.
Standards to be applied in three ways
1. Ensure quality of life objectives be met over the Plans life
�2. Standards could be used in evaluation of individual development
projects to determine the possible impacts of the project and to
apply appropriate conditions and requirements in order to
mitigate those impacts.
3. All standards to be monitored on a yearly basis to ensure
cumulative impacts of new growth did not result in a
deterioration of quality of life, as measured by these standards.
These can be County Standards, Local Standards and/or Site Specific Standards
These can be residential and non-residential
Possible Community Threshold Standards ( To be determined by local Government
Units).
Threshold standards
Air Quality
Annual report on Air Pollution- impact of growth on air quality
Fiscal
Annual report to evaluate impacts of growth on government operations,
capital improvements, and development impact fee revenues and
expenditures.
Police
Respond to 84% of Priority I emergency calls within ___ minutes and
maintain average response time of ____ minutes.
Respond to Priority II urgent calls within? minutes and maintain average
response time of ___ minutes.
Fire/EMS
Respond to calls within ___ minutes for 85% of the calls.
�Schools
Annual report required to evaluate school districts ability to accommodate
new growth.
Library
Provide 500 square feet of library space adequately equipped and staffed
Per 1,000 population.
Parks and
Maintain ___acres of neighborhood and community parkland with
Recreation
appropriate facilities per____ residents.
Tourism along the Lake and in other areas to meet projected Load.
Sidewalks and trails can be in this area or in Transportation
Water
Annual report from water service agencies on impact of growth and future
water availability.
Sewer
Sewage flows and volumes shall not exceed____ standards. Annual report
reviewing performance on impact of sewer capacity.
Drainage
report
Sewage flows and volumes shall not exceed____ standards. Annual
reviewing performance of storm drain systems.
Transportation Maintain Level of Service (LOS)____ or better as measured by observed
average travel speed on all class____ roads, gravel, paved, rural and on
signalized arterial roads, except that during peak hours, an LOS____ can
occur for no more than any 2 hours of the day. LOS varies from rural or
agricultural to tourism and/or second home areas.
Those signalized intersections that do not meet the above standard may
continue to operate at their current LOS but shall not worsen.
Sidewalks and trails can be in this area or in Parks and Recreation
�Health
Maintain needed health services. Annual reports on health care needs.
ANNUAL GROWTH
Adequate public facilities requirements are a major growth management tool.
Set standards and specify analysis that determine adequacy for transportation, public
schools, water and sewer, drainage, police, fire/ems, parks and recreation, libraries, and
health.
TIERED DEVELOPMENT REVIEW PROCESS
TIER I
TIER II
TIER III
GENERAL
DEVELOPMENT
PLAN
SECTIONAL PLANNING
AREA PLAN & PUBLIC
FACILITIES FINANCE PLAN
TENTATIVE
MAP
Tests feasibility of project
per threshold standards
Demonstrates consistency of each
phase with threshold standards
Project must
guarantee
conformance
to threshold
standard prior
to building
Allocates project share of
Public Facilities Requirements
Locates & describes public
facilities needed for each
Phase
Construction
of public
facilities
guaranteed
Identifies financing
Options
Identifies cost, financial
responsibility & proposed
financing method for each
public facility
Specific
financing
mechanisms
established
�Excerpts from “Chasing the Past or Investing in the Future” by the Land Policy Institute
Some of the recommendations for Non-metro Areas:
Recognize the structural disadvantage faced by non-metro communities and the possibility that
economic growth may be more favorable to metropolitan areas. Furthermore, factor into
decision-making the possibility that it may become increasingly difficult for non-metro areas to
compete for the drivers of growth in the New Economy.
Recognize the more limited marginal impacts of such growth drivers as knowledge workers,
college graduates, 25- to 34-year-olds and colleges and universities in non-metro areas. Employ
other creative strategies.
Recognize that non-metro communities are still generally more dependent upon traditional
industries, such as agriculture. Nurture such industries in order to maintain the economic base
they currently afford.
Champion a national initiative to thoroughly examine the role of agriculture and manufacturing
activities that currently anchor economic activity in non-metro areas.
Recognize that the New Economy may be more difficult to leverage in non-metro areas, explore
the concept of “New Agriculture.” For example, agriculture can be better tied to emerging
opportunities in information and telecommunication technology, financial services and
renewable energy.
Pursue opportunities for gray infrastructure investments that would result in job creation. In
fact, non-metropolitan places were shown to have a high potential for per capita income growth
as a result of gray infrastructure investment. The 2009 ARRA legislation presents opportunities
for nonmetro areas to redefine themselves.
Pursue opportunities to connect the rural economy to those of nearby metro areas. Rural bedand breakfasts, farm-based recreational facilities, non-metro hunting and fishing facilities,
outdoor recreation facilities, non-metro roadside stands, well-advertised rural fairs, prepared
packaged foods production on farms, assisted-living facilities in rural areas, marinas, horse
parks, use of barns as storage facilities, rural business incubators and rural winter amenities that
connect rural and metro areas have been pursued successfully by many. Urban farmers’ markets
and food fairs may also offer opportunities.
Recognize that the infrastructure needs of non-metro areas may be different than those in nonmetro areas. In addition to traditional gray infrastructure, the facilities mentioned above may
well be necessary for non-metro communities.
The fact that favorable tax strategies potentially result in population attraction may offer an
opportunity to repopulate non-metro areas. Non-metro communities should, however, note
that unless job opportunities are created, such population growth may not bring meaningful
benefits.
Recognize the fact that service activities and manufacturing yield significantly better returns
with respect to employment and income. Explore service activities that are synergistic with the
asset base of non-metro communities.
Pursue a national initiative to investigate the New Economy elements that tie in better with
nonmetro economies.
Pursue opportunities for partnerships with foundations and others committed to the issue of
rural poverty to address rural poverty and prevent further downward spiral in rural economies.
�U.S. Census Bureau
AMERICA1
FactFinder
DP-1
Profile of General Population and Housing Characteristics: 2010
2010 Demographic Profile Data
NOTE: For more information on confidentiality protection, nonsampling error, and definitions, see http://www.census.gov/prod/cen2010/profiletd.pdf.
GEO: Sanilac County, Michigan
Subject
SEX AND AGE
Total population
Under 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 to 69 years
70 to 74 years
75 to 79 years
80 to 84 years
85 years and over
Median age (years)
16 years and over
18 years and over
21 years and over
62 years and over
65 years and over
Male population
Under 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 to 69 years
70 to 74 years
75 to 79 years
80 to 84 years
85 years and over
1 of 4
Number
43,114
2,513
2,749
2,944
3,008
2,169
2,112
2,178
2,372
2,749
3,277
3,550
3,179
2,735
2,285
1,848
1,415
1,063
968
42.8
34,269
32,926
31,455
9,160
7,579
21,315
1,285
1,398
1,413
1,558
1,096
1,104
1,106
1,183
1,354
1,650
1,798
1,616
1,342
1,110
871
645
452
334
Percent
100.0
5.8
6.4
6.8
7.0
5.0
4.9
5.1
5.5
6.4
7.6
8.2
7.4
6.3
5.3
4.3
3.3
2.5
2.2
(X)
79.5
76.4
73.0
21.2
17.6
49.4
3.0
3.2
3.3
3.6
2.5
2.6
2.6
2.7
3.1
3.8
4.2
3.7
3.1
2.6
2.0
1.5
1.0
0.8
09/19/2011
�Subject
Median age (years)
16 years and over
18 years and over
21 years and over
62 years and over
65 years and over
Female population
Under 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 to 69 years
70 to 74 years
75 to 79 years
80 to 84 years
85 years and over
Median age (years)
16 years and over
18 years and over
21 years and over
62 years and over
65 years and over
RACE
Total population
One Race
White
Black or African American
American Indian and Alaska Native
Asian
Asian Indian
Chinese
Filipino
Japanese
Korean
Vietnamese
Other Asian [1]
Native Hawaiian and Other Pacific Islander
Native Hawaiian
Guamanian or Chamorro
Samoan
Other Pacific Islander [2]
Some Other Race
Two or More Races
White; American Indian and Alaska Native [3]
White; Asian [3]
White; Black or African American [3]
White; Some Other Race [3]
Race alone or in combination with one or more other
races: [4]
White
Black or African American
American Indian and Alaska Native
2 of 4
Number
41.9
16,875
16,189
15,435
4,171
3,412
21,799
1,228
1,351
1,531
1,450
1,073
1,008
1,072
1,189
1,395
1,627
1,752
1,563
1,393
1,175
977
770
611
634
43.6
17,394
16,737
16,020
4,989
4,167
Percent
(X)
39.1
37.5
35.8
9.7
7.9
50.6
2.8
3.1
3.6
3.4
2.5
2.3
2.5
2.8
3.2
3.8
4.1
3.6
3.2
2.7
2.3
1.8
1.4
1.5
(X)
40.3
38.8
37.2
11.6
9.7
43,114
42,600
41,649
150
195
144
35
32
42
9
12
2
12
7
0
3
0
4
455
514
211
65
99
107
100.0
98.8
96.6
0.3
0.5
0.3
0.1
0.1
0.1
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
1.1
1.2
0.5
0.2
0.2
0.2
42,148
269
419
97.8
0.6
1.0
09/19/2011
�Subject
Asian
Native Hawaiian and Other Pacific Islander
Some Other Race
HISPANIC OR LATINO
Total population
Hispanic or Latino (of any race)
Mexican
Puerto Rican
Cuban
Other Hispanic or Latino [5]
Not Hispanic or Latino
HISPANIC OR LATINO AND RACE
Total population
Hispanic or Latino
White alone
Black or African American alone
American Indian and Alaska Native alone
Asian alone
Native Hawaiian and Other Pacific Islander alone
Some Other Race alone
Two or More Races
Not Hispanic or Latino
White alone
Black or African American alone
American Indian and Alaska Native alone
Asian alone
Native Hawaiian and Other Pacific Islander alone
Some Other Race alone
Two or More Races
RELATIONSHIP
Total population
In households
Householder
Spouse [6]
Child
Own child under 18 years
Other relatives
Under 18 years
65 years and over
Nonrelatives
Under 18 years
65 years and over
Unmarried partner
In group quarters
Institutionalized population
Male
Female
Noninstitutionalized population
Male
Female
HOUSEHOLDS BY TYPE
Total households
Family households (families) [7]
With own children under 18 years
Husband-wife family
With own children under 18 years
Male householder, no wife present
With own children under 18 years
Female householder, no husband present
With own children under 18 years
3 of 4
Number
Percent
222
11
577
0.5
0.0
1.3
43,114
1,439
1,110
89
24
216
41,675
100.0
3.3
2.6
0.2
0.1
0.5
96.7
43,114
1,439
797
8
38
19
0
436
141
41,675
40,852
142
157
125
7
19
373
100.0
3.3
1.8
0.0
0.1
0.0
0.0
1.0
0.3
96.7
94.8
0.3
0.4
0.3
0.0
0.0
0.9
43,114
42,548
17,132
9,472
12,326
9,217
1,673
724
267
1,945
240
109
1,071
566
311
165
146
255
120
135
100.0
98.7
39.7
22.0
28.6
21.4
3.9
1.7
0.6
4.5
0.6
0.3
2.5
1.3
0.7
0.4
0.3
0.6
0.3
0.3
17,132
11,885
4,620
9,472
3,292
740
392
1,673
936
100.0
69.4
27.0
55.3
19.2
4.3
2.3
9.8
5.5
09/19/2011
�Subject
Nonfamily households [7]
Householder living alone
Male
65 years and over
Female
65 years and over
Households with individuals under 18 years
Households with individuals 65 years and over
Average household size
Average family size [7]
HOUSING OCCUPANCY
Total housing units
Occupied housing units
Vacant housing units
For rent
Rented, not occupied
For sale only
Sold, not occupied
For seasonal, recreational, or occasional use
All other vacants
Homeowner vacancy rate (percent) [8]
Rental vacancy rate (percent) [9]
HOUSING TENURE
Occupied housing units
Owner-occupied housing units
Population in owner-occupied housing units
Average household size of owner-occupied units
Number
5,247
4,526
2,094
639
2,432
1,434
5,098
5,307
2.48
2.97
Percent
30.6
26.4
12.2
3.7
14.2
8.4
29.8
31.0
(X)
(X)
22,725
17,132
5,593
435
29
414
167
3,568
980
2.9
11.3
100.0
75.4
24.6
1.9
0.1
1.8
0.7
15.7
4.3
(X)
(X)
17,132
13,739
34,308
2.50
100.0
80.2
(X)
(X)
Renter-occupied housing units
Population in renter-occupied housing units
Average household size of renter-occupied units
3,393
8,240
2.43
19.8
(X)
(X)
X Not applicable.
[1] Other Asian alone, or two or more Asian categories.
[2] Other Pacific Islander alone, or two or more Native Hawaiian and Other Pacific Islander categories.
[3] One of the four most commonly reported multiple-race combinations nationwide in Census 2000.
[4] In combination with one or more of the other races listed. The six numbers may add to more than the total population, and the six percentages may
add to more than 100 percent because individuals may report more than one race.
[5] This category is composed of people whose origins are from the Dominican Republic, Spain, and Spanish-speaking Central or South American
countries. It also includes general origin responses such as "Latino" or "Hispanic."
[6] "Spouse" represents spouse of the householder. It does not reflect all spouses in a household. Responses of "same-sex spouse" were edited
during processing to "unmarried partner."
[7] "Family households" consist of a householder and one or more other people related to the householder by birth, marriage, or adoption. They do not
include same-sex married couples even if the marriage was performed in a state issuing marriage certificates for same-sex couples. Same-sex couple
households are included in the family households category if there is at least one additional person related to the householder by birth or adoption.
Same-sex couple households with no relatives of the householder present are tabulated in nonfamily households. "Nonfamily households" consist of
people living alone and households which do not have any members related to the householder.
[8] The homeowner vacancy rate is the proportion of the homeowner inventory that is vacant "for sale." It is computed by dividing the total number of
vacant units "for sale only" by the sum of owner-occupied units, vacant units that are "for sale only," and vacant units that have been sold but not yet
occupied; and then multiplying by 100.
[9] The rental vacancy rate is the proportion of the rental inventory that is vacant "for rent." It is computed by dividing the total number of vacant units
"for rent" by the sum of the renter-occupied units, vacant units that are "for rent," and vacant units that have been rented but not yet occupied; and
then multiplying by 100.
Source: U.S. Census Bureau, 2010 Census.
4 of 4
09/19/2011
�Sanilac County, Michigan - ACS Demographic and Housing Estimates: 2005-2009
U.S. Census Bureau
. .
-:, "k
~
c
.
Page 1 of 3
•
Sanilac County, Michigan
ACS Demographic and Housing Estimates: 2005-2009
Data Set: 2005-2009 American Community Survey 5-Year Estimates
Survey: American Community Survey
NOTE. Although the American Community Survey (ACS) produces population, demographic and housing
unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the
official estimates of the population for the nation, states, counties, cities and towns and estimates of housing
units for states and counties.
For more information on confidentiality protection, sampling error, nonsampling error, and definitions, see
Survey Methodology.
ACS Demographic and Housing Estimates
SEX AND AGE
Total population
Male
Female
Estimate Margin of Error Percent Margin of Error
Under 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 34 years
35 to 44 years
45 to 54 years
55 to 59 years
60 to 64 years
65 to 74 years
75 to 84 years
85 years and over
Median age (years)
I
43,291
21,581
21,710
*****
+/-73
+/-73
43,291
49.9%
50.1%
(X)
+/-0.2
+/-0.2
2,630
2,520
3,341
3,195
2,424
4,222
5,749
6,766
2,893
2,485
3,786
2,349
931
+/-52
+/-147
+/-143
+/-58
+/-47
+/-68
+/-55
+/-47
+/-164
+/-168
+/-35
+/-126
+/-134
6.1%
5.8%
7.7%
7.4%
5.6%
9.8%
13.3%
15.6%
6.7%
5.7%
8.7%
5.4%
2.2%
+/-0.1
+/-0.3
+/-0.3
+/-0.1
+/-0.1
+/-0.2
+/-0.1
+/-0.1
+/-0.4
+/-0.4
+/-0.1
+/-0.3
+/-0.3
41.0 I
+/-0.4 I
(X) I
(X)
18 years and over
21 years and over
62 years and over
65 years and over
32,743
31,086
8,441
7,066
+/-34
+/-111
+/-157
+/-41
75.6%
71.8%
19.5%
16.3%
+/-0.1
+/-0.3
+/-0.4
+/-0.1
18 years and over
Male
Female
32,743
16,118
16,625
+/-34
+/-49
+/-43
32,743
49.2%
50.8%
(X)
+/-0.1
+/-0.1
65 years and over
Male
Female
7,066
3,106
3,960
+/-41
+/-23
+/-30
7,066
44.0%
56.0%
(X)
+/-0.2
+/-0.2
RACE
Total population
One race
Two or more races
43,291
42,775
516
*****
+/-95
+/-95
43,291
98.8%
1.2%
(X)
+/-0.2
+/-0.2
One race
White
Black or African American
American Indian and Alaska Native
Cherokee tribal grouping
Chippewa tribal grouping
42,775
41,758
143
265
6
89
+/-95
+/-143
+/-32
+/-63
+/-8
+/-48
98.8%
96.5%
0.3%
0.6%
0.0%
0.2%
+/-0.2
+/-0.3
+/-0.1
+/-0.1
+/-0.1
+/-0.1
http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011
�Sanilac County, Michigan - ACS Demographic and Housing Estimates: 2005-2009
Page 2 of 3
ACS Demographic and Housing Estimates
Estimate Margin of Error Percent Margin of Error
Navajo tribal grouping
0
+/-109
0.0%
+/-0.1
Sioux tribal grouping
0
+/-109
0.0%
+/-0.1
Asian
156
+/-13
0.4%
+/-0.1
Asian Indian
8
+/-12
0.0%
+/-0.1
Chinese
76
+/-57
0.2%
+/-0.1
Filipino
7
+/-9
0.0%
+/-0.1
Japanese
10
+/-18
0.0%
+/-0.1
Korean
39
+/-39
0.1%
+/-0.1
Vietnamese
5
+/-12
0.0%
+/-0.1
Other Asian
11
+/-11
0.0%
+/-0.1
Native Hawaiian and Other Pacific Islander
4
+/-5
0.0%
+/-0.1
Native Hawaiian
4
+/-5
0.0%
+/-0.1
Guamanian or Chamorro
0
+/-109
0.0%
+/-0.1
Samoan
0
+/-109
0.0%
+/-0.1
Other Pacific Islander
0
+/-109
0.0%
+/-0.1
Some other race
449
+/-140
1.0%
+/-0.3
Two or more races
516
+/-95
1.2%
+/-0.2
White and Black or African American
175
+/-35
0.4%
+/-0.1
White and American Indian and Alaska Native
224
+/-71
0.5%
+/-0.2
White and Asian
33
+/-32
0.1%
+/-0.1
Black or African American and American Indian and Alaska Native
0
+/-109
0.0%
+/-0.1
Race alone or in combination with one or more other races
Total population
White
Black or African American
American Indian and Alaska Native
Asian
Native Hawaiian and Other Pacific Islander
Some other race
43,291
42,274
324
499
199
10
517
*****
+/-152
+/-16
+/-41
+/-33
+/-10
+/-142
43,291
97.7%
0.7%
1.2%
0.5%
0.0%
1.2%
(X)
+/-0.4
+/-0.1
+/-0.1
+/-0.1
+/-0.1
+/-0.3
HISPANIC OR LATINO AND RACE
Total population
Hispanic or Latino (of any race)
Mexican
Puerto Rican
Cuban
Other Hispanic or Latino
Not Hispanic or Latino
White alone
Black or African American alone
American Indian and Alaska Native alone
Asian alone
Native Hawaiian and Other Pacific Islander alone
Some other race alone
Two or more races
Two races including Some other race
Two races excluding Some other race, and Three or more races
43,291
1,304
1,158
20
3
123
41,987
41,031
134
245
156
4
13
404
15
389
*****
*****
+/-76
+/-17
+/-5
+/-73
*****
+/-27
+/-31
+/-59
+/-13
+/-5
+/-15
+/-67
+/-18
+/-62
43,291
3.0%
2.7%
0.0%
0.0%
0.3%
97.0%
94.8%
0.3%
0.6%
0.4%
0.0%
0.0%
0.9%
0.0%
0.9%
(X)
*****
+/-0.2
+/-0.1
+/-0.1
+/-0.2
*****
+/-0.1
+/-0.1
+/-0.1
+/-0.1
+/-0.1
+/-0.1
+/-0.2
+/-0.1
+/-0.1
22,154
+/-190
(X)
(X)
Total housing units
Source: U.S. Census Bureau, 2005-2009 American Community Survey
Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is
represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly
as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the
lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a
discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables.
Notes:
·For more information on understanding race and Hispanic origin data, please see the Census 2000 Brief entitled, Overview of Race and Hispanic Origin,
issued March 2001. (pdf format)
·The ACS questions on Hispanic origin and race were revised in 2008 to make them consistent with the Census 2010 question wording. Any changes in
estimates for 2008 and beyond may be due to demographic changes, as well as factors including questionnaire changes, differences in ACS population
controls, and methodological differences in the population estimates, and therefore should be used with caution. For a summary of questionnaire
changes see http://www.census.gov/acs/www/methodology/questionnaire_changes/. For more information about changes in the estimates see
http://www.census.gov/population/www/socdemo/hispanic/reports.html.
·While the 2005-2009 American Community Survey (ACS) data generally reflect the November 2008 Office of Management and Budget (OMB)
definitions of metropolitan and micropolitan statistical areas; in certain instances the names, codes, and boundaries of the principal cities shown in ACS
tables may differ from the OMB definitions due to differences in the effective dates of the geographic entities.
·Estimates of urban and rural population, housing units, and characteristics reflect boundaries of urban areas defined based on Census 2000 data.
Boundaries for urban areas have not been updated since Census 2000. As a result, data for urban and rural areas from the ACS do not necessarily
reflect the results of ongoing urbanization.
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Page 3 of 3
Explanation of Symbols:
1. An '**' entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a
standard error and thus the margin of error. A statistical test is not appropriate.
2. An '-' entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate,
or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended
distribution.
3. An '-' following a median estimate means the median falls in the lowest interval of an open-ended distribution.
4. An '+' following a median estimate means the median falls in the upper interval of an open-ended distribution.
5. An '***' entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A
statistical test is not appropriate.
6. An '*****' entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate.
7. An 'N' entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of
sample cases is too small.
8. An '(X)' means that the estimate is not applicable or not available.
r-
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The letters PDF or symbol
indicate a document is in the Portable Document Format (PDF). To view the file you will
need the Adobe® Acrobat® Reader, which is available for free from the Adobe web site.
\; ,_
�Sanilac County, Michigan - Selected Economic Characteristics: 2005-2009
U.S. Census Bureau
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Page 1 of 4
•
Sanilac County, Michigan
Selected Economic Characteristics: 2005-2009
Data Set: 2005-2009 American Community Survey 5-Year Estimates
Survey: American Community Survey
NOTE. Although the American Community Survey (ACS) produces population, demographic and housing
unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the
official estimates of the population for the nation, states, counties, cities and towns and estimates of housing
units for states and counties.
For more information on confidentiality protection, sampling error, nonsampling error, and definitions, see
Survey Methodology.
Selected Economic Characteristics
EMPLOYMENT STATUS
Population 16 years and over
In labor force
Civilian labor force
Employed
Unemployed
Armed Forces
Not in labor force
Estimate Margin of Error Percent Margin of Error
34,047
20,414
20,407
17,901
2,506
7
13,633
+/-83
+/-376
+/-374
+/-378
+/-205
+/-7
+/-380
34,047
60.0%
59.9%
52.6%
7.4%
0.0%
40.0%
(X)
+/-1.1
+/-1.1
+/-1.1
+/-0.6
+/-0.1
+/-1.1
Civilian labor force
Percent Unemployed
20,407
12.3%
+/-374
+/-1.0
20,407
(X)
(X)
(X)
Females 16 years and over
In labor force
Civilian labor force
Employed
17,253
9,191
9,191
8,139
+/-79
+/-233
+/-233
+/-236
17,253
53.3%
53.3%
47.2%
(X)
+/-1.4
+/-1.4
+/-1.4
Own children under 6 years
All parents in family in labor force
2,928
1,766
+/-98
+/-141
2,928
60.3%
(X)
+/-4.8
Own children 6 to 17 years
All parents in family in labor force
7,065
4,975
+/-130
+/-326
7,065
70.4%
(X)
+/-4.3
17,504
13,793
1,661
96
644
250
1,060
+/-386
+/-399
+/-205
+/-53
+/-107
+/-63
+/-149
17,504
78.8%
9.5%
0.5%
3.7%
1.4%
6.1%
(X)
+/-1.4
+/-1.1
+/-0.3
+/-0.6
+/-0.4
+/-0.9
29.8
+/-1.1
(X)
(X)
17,901
4,421
2,644
3,995
452
2,280
4,109
+/-378
+/-239
+/-206
+/-231
+/-82
+/-225
+/-283
17,901
24.7%
14.8%
22.3%
2.5%
12.7%
23.0%
(X)
+/-1.2
+/-1.1
+/-1.2
+/-0.5
+/-1.2
+/-1.5
COMMUTING TO WORK
Workers 16 years and over
Car, truck, or van -- drove alone
Car, truck, or van -- carpooled
Public transportation (excluding taxicab)
Walked
Other means
Worked at home
Mean travel time to work (minutes)
OCCUPATION
Civilian employed population 16 years and over
Management, professional, and related occupations
Service occupations
Sales and office occupations
Farming, fishing, and forestry occupations
Construction, extraction, maintenance, and repair occupations
Production, transportation, and material moving occupations
INDUSTRY
Civilian employed population 16 years and over
17,901
I
+/-378
I
17,901
I
(X)
I
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�Sanilac County, Michigan - Selected Economic Characteristics: 2005-2009
Page 2 of 4
Selected Economic Characteristics
Estimate Margin of Error Percent Margin of Error
Agriculture, forestry, fishing and hunting, and mining
1,296
+/-138
7.2%
+/-0.8
Construction
1,452
+/-165
8.1%
+/-0.9
Manufacturing
4,192
+/-303
23.4%
+/-1.6
Wholesale trade
414
+/-84
2.3%
+/-0.5
Retail trade
2,203
+/-205
12.3%
+/-1.1
Transportation and warehousing, and utilities
790
+/-107
4.4%
+/-0.6
Information
252
+/-69
1.4%
+/-0.4
Finance and insurance, and real estate and rental and leasing
569
+/-89
3.2%
+/-0.5
Professional, scientific, and management, and administrative and waste management services
761
+/-154
4.3%
+/-0.8
Educational services, and health care and social assistance
3,484
+/-217
19.5%
+/-1.2
Arts, entertainment, and recreation, and accommodation and food services
1,079
+/-156
6.0%
+/-0.9
Other services, except public administration
787
+/-125
4.4%
+/-0.7
Public administration
622
+/-89
3.5%
+/-0.5
CLASS OF WORKER
Civilian employed population 16 years and over
Private wage and salary workers
Government workers
Self-employed in own not incorporated business workers
Unpaid family workers
17,901
13,814
2,045
1,921
121
+/-378
+/-362
+/-159
+/-158
+/-45
17,901
77.2%
11.4%
10.7%
0.7%
(X)
+/-1.2
+/-0.8
+/-0.9
+/-0.3
INCOME AND BENEFITS (IN 2009 INFLATION-ADJUSTED DOLLARS)
Total households
Less than $10,000
$10,000 to $14,999
$15,000 to $24,999
$25,000 to $34,999
$35,000 to $49,999
$50,000 to $74,999
$75,000 to $99,999
$100,000 to $149,999
$150,000 to $199,999
$200,000 or more
Median household income (dollars)
Mean household income (dollars)
16,951
1,431
1,120
2,461
2,371
3,011
3,449
1,743
1,001
218
146
40,146
48,729
+/-333
+/-162
+/-133
+/-180
+/-194
+/-214
+/-226
+/-171
+/-98
+/-48
+/-36
+/-1,257
+/-1,036
16,951
8.4%
6.6%
14.5%
14.0%
17.8%
20.3%
10.3%
5.9%
1.3%
0.9%
(X)
(X)
(X)
+/-1.0
+/-0.8
+/-1.0
+/-1.1
+/-1.2
+/-1.3
+/-1.0
+/-0.5
+/-0.3
+/-0.2
(X)
(X)
With earnings
Mean earnings (dollars)
With Social Security
Mean Social Security income (dollars)
With retirement income
Mean retirement income (dollars)
12,328
49,353
5,789
15,220
3,777
16,921
+/-331
+/-942
+/-220
+/-355
+/-227
+/-957
72.7%
(X)
34.2%
(X)
22.3%
(X)
+/-1.3
(X)
+/-1.1
(X)
+/-1.2
(X)
638
9,002
511
2,484
2,254
+/-99
+/-784
+/-88
+/-394
+/-163
3.8%
(X)
3.0%
(X)
13.3%
+/-0.6
(X)
+/-0.5
(X)
+/-0.9
Families
Less than $10,000
$10,000 to $14,999
$15,000 to $24,999
$25,000 to $34,999
$35,000 to $49,999
$50,000 to $74,999
$75,000 to $99,999
$100,000 to $149,999
$150,000 to $199,999
$200,000 or more
Median family income (dollars)
Mean family income (dollars)
11,882
675
410
1,352
1,510
2,275
2,854
1,591
900
184
131
48,203
55,803
+/-295
+/-125
+/-81
+/-135
+/-153
+/-183
+/-227
+/-165
+/-102
+/-42
+/-34
+/-1,290
+/-1,334
11,882
5.7%
3.5%
11.4%
12.7%
19.1%
24.0%
13.4%
7.6%
1.5%
1.1%
(X)
(X)
(X)
+/-1.0
+/-0.7
+/-1.1
+/-1.3
+/-1.5
+/-1.8
+/-1.4
+/-0.8
+/-0.4
+/-0.3
(X)
(X)
Per capita income (dollars)
19,402
+/-415
(X)
(X)
Nonfamily households
Median nonfamily income (dollars)
Mean nonfamily income (dollars)
5,069
23,117
29,605
+/-252
+/-1,073
+/-1,443
5,069
(X)
(X)
(X)
(X)
(X)
Median earnings for workers (dollars)
23,174
+/-907
(X)
(X)
With Supplemental Security Income
Mean Supplemental Security Income (dollars)
With cash public assistance income
Mean cash public assistance income (dollars)
With Food Stamp/SNAP benefits in the past 12 months
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�Sanilac County, Michigan - Selected Economic Characteristics: 2005-2009
Selected Economic Characteristics
Median earnings for female full-time, year-round workers (dollars)
HEALTH INSURANCE COVERAGE
Civilian Noninstitutionalized Population
With health insurance coverage
With private health insurance coverage
With public health coverage
No health insurance coverage
Civilian Noninstitutionalized Population Under 18 years
No health insurance coverage
Page 3 of 4
Estimate Margin of Error Percent Margin of Error
37,173
+/-1,039
(X)
(X)
27,213
+/-882
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
PERCENTAGE OF FAMILIES AND PEOPLE WHOSE INCOME IN THE PAST 12 MONTHS IS BELOW THE POVERTY LEVEL
All families
10.6%
+/-1.3
With related children under 18 years
16.8%
+/-2.4
With related children under 5 years only
22.4%
+/-6.3
Married couple families
5.7%
+/-0.8
With related children under 18 years
7.3%
+/-1.5
With related children under 5 years only
7.2%
+/-4.0
Families with female householder, no husband present
36.5%
+/-5.6
With related children under 18 years
47.3%
+/-6.8
With related children under 5 years only
52.7%
+/-16.2
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
All people
Under 18 years
Related children under 18 years
Related children under 5 years
Related children 5 to 17 years
18 years and over
18 to 64 years
65 years and over
People in families
Unrelated individuals 15 years and over
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
14.2%
19.9%
19.6%
27.5%
16.9%
12.4%
13.1%
9.7%
11.8%
27.0%
(X)
(X)
(X)
(X)
(X)
(X)
(X)
+/-1.3
+/-2.9
+/-2.9
+/-5.1
+/-3.0
+/-1.0
+/-1.1
+/-1.8
+/-1.4
+/-2.3
Source: U.S. Census Bureau, 2005-2009 American Community Survey
Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is
represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly
as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the
lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a
discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables.
Notes:
·Employment and unemployment estimates may vary from the official labor force data released by the Bureau of Labor Statistics because of differences
in survey design and data collection. For guidance on differences in employment and unemployment estimates from different sources go to Labor Force
Guidance.
·Workers include members of the Armed Forces and civilians who were at work last week.
·Occupation codes are 4-digit codes and are based on Standard Occupational Classification 2000.
·Industry codes are 4-digit codes and are based on the North American Industry Classification System 2002 and 2007. The 2005, 2006 and 2007 ACS
data are coded using NAICS 2002 while the 2008 and 2009 ACS data use NAICS 2007 codes. Categories that differ between 2002 and 2007 NAICS are
aggregated so that the 5 years of data are consistent in display and reflect the NAICS 2007 codes. The Industry categories adhere to the guidelines
issued in Clarification Memorandum No. 2, "NAICS Alternate Aggregation Structure for Use By U.S. Statistical Agencies," issued by the Office of
Management and Budget.
·Selected earnings and income data are not available for certain geographic areas due to problems with group quarters data collection and imputation.
See the ACS User Notes for details.
·Logical coverage edits applying a rules-based assignment of Medicaid, Medicare and military health coverage were added in 2009 -- please see
http://www.census.gov/hhes/www/hlthins/publications/coverage_edits_final.pdf for more details.
·While the 2005-2009 American Community Survey (ACS) data generally reflect the November 2008 Office of Management and Budget (OMB)
definitions of metropolitan and micropolitan statistical areas; in certain instances the names, codes, and boundaries of the principal cities shown in ACS
tables may differ from the OMB definitions due to differences in the effective dates of the geographic entities.
·Estimates of urban and rural population, housing units, and characteristics reflect boundaries of urban areas defined based on Census 2000 data.
Boundaries for urban areas have not been updated since Census 2000. As a result, data for urban and rural areas from the ACS do not necessarily
reflect the results of ongoing urbanization.
Explanation of Symbols:
1. An '**' entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a
standard error and thus the margin of error. A statistical test is not appropriate.
2. An '-' entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate,
or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended
distribution.
3. An '-' following a median estimate means the median falls in the lowest interval of an open-ended distribution.
4. An '+' following a median estimate means the median falls in the upper interval of an open-ended distribution.
5. An '***' entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A
statistical test is not appropriate.
6. An '*****' entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate.
7. An 'N' entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of
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�Sanilac County, Michigan - Selected Economic Characteristics: 2005-2009
Page 4 of 4
sample cases is too small.
8. An '(X)' means that the estimate is not applicable or not available.
The letters PDF or symbol
indicate a document is in the Portable Document Format (PDF). To view the file you will
need the Adobe® Acrobat® Reader, which is available for free from the Adobe web site.
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�Sanilac County, Michigan - Selected Housing Characteristics: 2005-2009
U.S. Census Bureau
. .
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~
c
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Page 1 of 4
•
Sanilac County, Michigan
Selected Housing Characteristics: 2005-2009
Data Set: 2005-2009 American Community Survey 5-Year Estimates
Survey: American Community Survey
NOTE. Although the American Community Survey (ACS) produces population, demographic and housing
unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the
official estimates of the population for the nation, states, counties, cities and towns and estimates of housing
units for states and counties.
For more information on confidentiality protection, sampling error, nonsampling error, and definitions, see
Survey Methodology.
Selected Housing Characteristics
HOUSING OCCUPANCY
Total housing units
Occupied housing units
Vacant housing units
Estimate
Margin of
Error Percent
Margin of
Error
22,154
16,951
5,203
+/-190
+/-333
+/-241
22,154
76.5%
23.5%
(X)
+/-1.1
+/-1.1
3.6
10.8
+/-1.0
+/-3.9
(X)
(X)
(X)
(X)
UNITS IN STRUCTURE
Total housing units
1-unit, detached
1-unit, attached
2 units
3 or 4 units
5 to 9 units
10 to 19 units
20 or more units
Mobile home
Boat, RV, van, etc.
22,154
17,739
240
291
170
447
302
272
2,689
4
+/-190
+/-314
+/-71
+/-98
+/-60
+/-100
+/-80
+/-79
+/-199
+/-6
22,154
80.1%
1.1%
1.3%
0.8%
2.0%
1.4%
1.2%
12.1%
0.0%
(X)
+/-1.2
+/-0.3
+/-0.4
+/-0.3
+/-0.4
+/-0.4
+/-0.4
+/-0.9
+/-0.1
YEAR STRUCTURE BUILT
Total housing units
Built 2005 or later
Built 2000 to 2004
Built 1990 to 1999
Built 1980 to 1989
Built 1970 to 1979
Built 1960 to 1969
Built 1950 to 1959
Built 1940 to 1949
Built 1939 or earlier
22,154
310
1,296
3,235
2,119
3,500
2,441
2,430
1,787
5,036
+/-190
+/-81
+/-160
+/-246
+/-185
+/-293
+/-223
+/-184
+/-210
+/-315
22,154
1.4%
5.8%
14.6%
9.6%
15.8%
11.0%
11.0%
8.1%
22.7%
(X)
+/-0.4
+/-0.7
+/-1.1
+/-0.8
+/-1.3
+/-1.0
+/-0.8
+/-0.9
+/-1.4
ROOMS
Total housing units
1 room
2 rooms
3 rooms
4 rooms
5 rooms
6 rooms
7 rooms
8 rooms
9 rooms or more
Median rooms
22,154
92
259
1,223
3,089
4,969
5,140
3,465
1,856
2,061
5.8
+/-190
+/-72
+/-73
+/-186
+/-241
+/-322
+/-294
+/-214
+/-209
+/-204
+/-0.1
22,154
0.4%
1.2%
5.5%
13.9%
22.4%
23.2%
15.6%
8.4%
9.3%
(X)
(X)
+/-0.3
+/-0.3
+/-0.8
+/-1.1
+/-1.5
+/-1.3
+/-0.9
+/-0.9
+/-0.9
(X)
Homeowner vacancy rate
Rental vacancy rate
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�Sanilac County, Michigan - Selected Housing Characteristics: 2005-2009
Selected Housing Characteristics
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Estimate
Page 2 of 4
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I
Margin of
Error Percent
I
Margin of
Error
BEDROOMS
Total housing units
No bedroom
1 bedroom
2 bedrooms
3 bedrooms
4 bedrooms
5 or more bedrooms
22,154
141
1,173
6,125
10,487
3,155
1,073
+/-190
+/-82
+/-146
+/-283
+/-328
+/-222
+/-144
22,154
0.6%
5.3%
27.6%
47.3%
14.2%
4.8%
(X)
+/-0.4
+/-0.7
+/-1.2
+/-1.5
+/-1.0
+/-0.7
HOUSING TENURE
Occupied housing units
Owner-occupied
Renter-occupied
16,951
13,950
3,001
+/-333
+/-320
+/-255
16,951
82.3%
17.7%
(X)
+/-1.4
+/-1.4
2.55
2.40
+/-0.05
+/-0.13
(X)
(X)
(X)
(X)
YEAR HOUSEHOLDER MOVED INTO UNIT
Occupied housing units
Moved in 2005 or later
Moved in 2000 to 2004
Moved in 1990 to 1999
Moved in 1980 to 1989
Moved in 1970 to 1979
Moved in 1969 or earlier
16,951
3,052
3,905
4,572
2,215
1,565
1,642
+/-333
+/-235
+/-243
+/-226
+/-199
+/-110
+/-154
16,951
18.0%
23.0%
27.0%
13.1%
9.2%
9.7%
(X)
+/-1.3
+/-1.4
+/-1.3
+/-1.1
+/-0.6
+/-0.9
VEHICLES AVAILABLE
Occupied housing units
No vehicles available
1 vehicle available
2 vehicles available
3 or more vehicles available
16,951
816
5,265
7,116
3,754
+/-333
+/-105
+/-269
+/-300
+/-230
16,951
4.8%
31.1%
42.0%
22.1%
(X)
+/-0.6
+/-1.4
+/-1.5
+/-1.3
HOUSE HEATING FUEL
Occupied housing units
Utility gas
Bottled, tank, or LP gas
Electricity
Fuel oil, kerosene, etc.
Coal or coke
Wood
Solar energy
Other fuel
No fuel used
16,951
7,231
5,150
1,484
1,576
7
1,142
0
291
70
+/-333
+/-305
+/-251
+/-177
+/-133
+/-6
+/-117
+/-109
+/-61
+/-30
16,951
42.7%
30.4%
8.8%
9.3%
0.0%
6.7%
0.0%
1.7%
0.4%
(X)
+/-1.6
+/-1.4
+/-1.0
+/-0.8
+/-0.1
+/-0.7
+/-0.2
+/-0.4
+/-0.2
SELECTED CHARACTERISTICS
Occupied housing units
Lacking complete plumbing facilities
Lacking complete kitchen facilities
No telephone service available
16,951
104
148
966
+/-333
+/-40
+/-52
+/-123
16,951
0.6%
0.9%
5.7%
(X)
+/-0.2
+/-0.3
+/-0.7
OCCUPANTS PER ROOM
Occupied housing units
1.00 or less
1.01 to 1.50
1.51 or more
16,951
16,668
227
56
+/-333
+/-333
+/-56
+/-27
16,951
98.3%
1.3%
0.3%
(X)
+/-0.3
+/-0.3
+/-0.2
13,950
1,285
4,095
3,529
2,470
1,500
799
202
70
120,100
+/-320
+/-131
+/-226
+/-216
+/-195
+/-149
+/-105
+/-43
+/-29
+/-2,717
13,950
9.2%
29.4%
25.3%
17.7%
10.8%
5.7%
1.4%
0.5%
(X)
(X)
+/-0.9
+/-1.4
+/-1.4
+/-1.3
+/-1.0
+/-0.8
+/-0.3
+/-0.2
(X)
Average household size of owner-occupied unit
Average household size of renter-occupied unit
VALUE
Owner-occupied units
Less than $50,000
$50,000 to $99,999
$100,000 to $149,999
$150,000 to $199,999
$200,000 to $299,999
$300,000 to $499,999
$500,000 to $999,999
$1,000,000 or more
Median (dollars)
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�Sanilac County, Michigan - Selected Housing Characteristics: 2005-2009
Selected Housing Characteristics
I
Estimate
MORTGAGE STATUS
Owner-occupied units
Housing units with a mortgage
Housing units without a mortgage
Page 3 of 4
I
Margin of
Error Percent
I
I
Margin of
Error
13,950
7,970
5,980
+/-320
+/-312
+/-233
13,950
57.1%
42.9%
(X)
+/-1.6
+/-1.6
SELECTED MONTHLY OWNER COSTS (SMOC)
Housing units with a mortgage
Less than $300
$300 to $499
$500 to $699
$700 to $999
$1,000 to $1,499
$1,500 to $1,999
$2,000 or more
Median (dollars)
7,970
20
234
811
1,953
2,903
1,372
677
1,144
+/-312
+/-17
+/-59
+/-111
+/-184
+/-184
+/-160
+/-101
+/-27
7,970
0.3%
2.9%
10.2%
24.5%
36.4%
17.2%
8.5%
(X)
(X)
+/-0.2
+/-0.7
+/-1.3
+/-1.9
+/-2.3
+/-1.8
+/-1.2
(X)
Housing units without a mortgage
Less than $100
$100 to $199
$200 to $299
$300 to $399
$400 or more
Median (dollars)
5,980
34
540
1,322
1,301
2,783
384
+/-233
+/-16
+/-105
+/-130
+/-117
+/-166
+/-10
5,980
0.6%
9.0%
22.1%
21.8%
46.5%
(X)
(X)
+/-0.3
+/-1.7
+/-1.9
+/-1.8
+/-2.4
(X)
SELECTED MONTHLY OWNER COSTS AS A PERCENTAGE OF HOUSEHOLD INCOME (SMOCAPI)
Housing units with a mortgage (excluding units where SMOCAPI cannot be computed)
7,923
Less than 20.0 percent
2,271
20.0 to 24.9 percent
1,310
25.0 to 29.9 percent
1,018
30.0 to 34.9 percent
764
35.0 percent or more
2,560
+/-310
+/-191
+/-151
+/-120
+/-110
+/-210
7,923
28.7%
16.5%
12.8%
9.6%
32.3%
(X)
+/-2.1
+/-1.8
+/-1.4
+/-1.3
+/-2.3
47
+/-32
(X)
(X)
5,918
+/-236
5,918
(X)
1,921
1,184
882
487
388
216
840
+/-160
+/-115
+/-119
+/-75
+/-70
+/-57
+/-104
32.5%
20.0%
14.9%
8.2%
6.6%
3.6%
14.2%
+/-2.2
+/-1.8
+/-2.0
+/-1.2
+/-1.2
+/-0.9
+/-1.7
62
+/-36
(X)
(X)
2,490
118
98
665
865
567
171
6
581
+/-219
+/-46
+/-37
+/-118
+/-125
+/-129
+/-57
+/-9
+/-27
2,490
4.7%
3.9%
26.7%
34.7%
22.8%
6.9%
0.2%
(X)
(X)
+/-1.8
+/-1.5
+/-4.1
+/-4.3
+/-4.4
+/-2.2
+/-0.3
(X)
511
+/-130
(X)
(X)
2,429
284
218
316
268
319
1,024
+/-209
+/-76
+/-65
+/-85
+/-71
+/-92
+/-130
2,429
11.7%
9.0%
13.0%
11.0%
13.1%
42.2%
(X)
+/-2.8
+/-2.6
+/-3.3
+/-2.9
+/-3.5
+/-4.6
Not computed
Housing unit without a mortgage (excluding units where SMOCAPI cannot be
computed)
Less than 10.0 percent
10.0 to 14.9 percent
15.0 to 19.9 percent
20.0 to 24.9 percent
25.0 to 29.9 percent
30.0 to 34.9 percent
35.0 percent or more
Not computed
GROSS RENT
Occupied units paying rent
Less than $200
$200 to $299
$300 to $499
$500 to $749
$750 to $999
$1,000 to $1,499
$1,500 or more
Median (dollars)
No rent paid
GROSS RENT AS A PERCENTAGE OF HOUSEHOLD INCOME (GRAPI)
Occupied units paying rent (excluding units where GRAPI cannot be computed)
Less than 15.0 percent
15.0 to 19.9 percent
20.0 to 24.9 percent
25.0 to 29.9 percent
30.0 to 34.9 percent
35.0 percent or more
I
I
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�Sanilac County, Michigan - Selected Housing Characteristics: 2005-2009
Selected Housing Characteristics
Not computed
Source: U.S. Census Bureau, 2005-2009 American Community Survey
Estimate
572
Page 4 of 4
Margin of
Error Percent
+/-135
(X)
I I
Margin of
Error
(X)
Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is
represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly
as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the
lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a
discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables.
Notes:
·Caution should be used when comparing data for Number of Rooms between 2008 and 2009. A data collection error was identified for 2008 impacting
the "1 room" category. For more information please see Errata Note #54.
·Caution should be used when comparing data for Number of Bedrooms between 2008 and 2009. A data collection error was identified for 2008
impacting the "0 bedrooms" category. For more information please see Errata Note #54.
·The 2005-2009 plumbing data for Puerto Rico will not be shown. Research indicates that the questions on plumbing facilities that were introduced in
2008 in the stateside American Community Survey and the 2008 Puerto Rico Community Survey may not have been appropriate for Puerto Rico.
·Caution should be used when comparing data for Telephone Service Availability between 2008 and 2009. A data collection error was identified for 2008
impacting the "no" category and underreporting those who did not have telephone service available. For more information please see Errata Note #53.
·Caution should be used when comparing data for Occupants per Room between 2008 and 2009. A data collection error was identified for 2008
impacting the "1 room" category. For more information please see Errata Note #54.
·In prior years, the universe included all owner-occupied units with a mortgage. It is now restricted to include only those units where SMOCAPI is
computed, that is, SMOC and household income are valid values.
·In prior years, the universe included all owner-occupied units without a mortgage. It is now restricted to include only those units where SMOCAPI is
computed, that is, SMOC and household income are valid values.
·In prior years, the universe included all renter-occupied units. It is now restricted to include only those units where GRAPI is computed, that is, gross
rent and household Income are valid values.
·The median gross rent excludes no cash renters.
·While the 2005-2009 American Community Survey (ACS) data generally reflect the November 2008 Office of Management and Budget (OMB)
definitions of metropolitan and micropolitan statistical areas; in certain instances the names, codes, and boundaries of the principal cities shown in ACS
tables may differ from the OMB definitions due to differences in the effective dates of the geographic entities.
·Estimates of urban and rural population, housing units, and characteristics reflect boundaries of urban areas defined based on Census 2000 data.
Boundaries for urban areas have not been updated since Census 2000. As a result, data for urban and rural areas from the ACS do not necessarily
reflect the results of ongoing urbanization.
Explanation of Symbols:
1. An '**' entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a
standard error and thus the margin of error. A statistical test is not appropriate.
2. An '-' entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate,
or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended
distribution.
3. An '-' following a median estimate means the median falls in the lowest interval of an open-ended distribution.
4. An '+' following a median estimate means the median falls in the upper interval of an open-ended distribution.
5. An '***' entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A
statistical test is not appropriate.
6. An '*****' entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate.
7. An 'N' entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of
sample cases is too small.
8. An '(X)' means that the estimate is not applicable or not available.
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�Sanilac County, Michigan - Selected Social Characteristics in the United States: 2005-2009 Page 1 of 4
U.S. Census Bureau
. .
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Sanilac County, Michigan
Selected Social Characteristics in the United States: 2005-2009
Data Set: 2005-2009 American Community Survey 5-Year Estimates
Survey: American Community Survey
NOTE. Although the American Community Survey (ACS) produces population, demographic and housing
unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the
official estimates of the population for the nation, states, counties, cities and towns and estimates of housing
units for states and counties.
For more information on confidentiality protection, sampling error, nonsampling error, and definitions, see
Survey Methodology.
Selected Social Characteristics in the United States
HOUSEHOLDS BY TYPE
Total households
Family households (families)
With own children under 18 years
Married-couple family
With own children under 18 years
Male householder, no wife present, family
With own children under 18 years
Female householder, no husband present, family
With own children under 18 years
Nonfamily households
Householder living alone
65 years and over
Estimate Margin of Error Percent Margin of Error
16,951
11,882
4,985
9,672
3,587
677
411
1,533
987
5,069
4,354
1,899
+/-333
+/-295
+/-221
+/-330
+/-214
+/-104
+/-83
+/-161
+/-134
+/-252
+/-229
+/-138
16,951
70.1%
29.4%
57.1%
21.2%
4.0%
2.4%
9.0%
5.8%
29.9%
25.7%
11.2%
(X)
+/-1.3
+/-1.2
+/-1.5
+/-1.2
+/-0.6
+/-0.5
+/-1.0
+/-0.8
+/-1.3
+/-1.3
+/-0.8
5,385
4,829
+/-230
+/-169
31.8%
28.5%
+/-1.3
+/-0.8
2.52
3.02
+/-0.04
+/-0.06
(X)
(X)
(X)
(X)
RELATIONSHIP
Population in households
Householder
Spouse
Child
Other relatives
Nonrelatives
Unmarried partner
42,749
16,951
9,731
12,742
1,478
1,847
975
+/-370
+/-333
+/-316
+/-305
+/-282
+/-211
+/-138
42,749
39.7%
22.8%
29.8%
3.5%
4.3%
2.3%
(X)
+/-0.7
+/-0.7
+/-0.8
+/-0.7
+/-0.5
+/-0.3
MARITAL STATUS
Males 15 years and over
Never married
Now married, except separated
Separated
Widowed
Divorced
17,184
4,781
10,023
211
536
1,633
+/-46
+/-207
+/-294
+/-74
+/-89
+/-182
17,184
27.8%
58.3%
1.2%
3.1%
9.5%
(X)
+/-1.2
+/-1.7
+/-0.4
+/-0.5
+/-1.1
Females 15 years and over
Never married
Now married, except separated
Separated
Widowed
Divorced
17,616
3,398
10,155
194
1,989
1,880
+/-45
+/-177
+/-317
+/-66
+/-123
+/-190
17,616
19.3%
57.6%
1.1%
11.3%
10.7%
(X)
+/-1.0
+/-1.8
+/-0.4
+/-0.7
+/-1.1
Households with one or more people under 18 years
Households with one or more people 65 years and over
Average household size
Average family size
FERTILITY
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�Sanilac County, Michigan - Selected Social Characteristics in the United States: 2005-2009 Page 2 of 4
Selected Social Characteristics in the United States
Estimate Margin of Error Percent Margin of Error
Number of women 15 to 50 years old who had a birth in the past 12 months
520
+/-101
520
(X)
Unmarried women (widowed, divorced, and never married)
190
+/-58
36.5%
+/-9.3
Per 1,000 unmarried women
45
+/-14
(X)
(X)
Per 1,000 women 15 to 50 years old
54
+/-11
(X)
(X)
Per 1,000 women 15 to 19 years old
23
+/-10
(X)
(X)
Per 1,000 women 20 to 34 years old
135
+/-30
(X)
(X)
Per 1,000 women 35 to 50 years old
10
+/-5
(X)
(X)
GRANDPARENTS
Number of grandparents living with own grandchildren under 18 years
Responsible for grandchildren
Years responsible for grandchildren
Less than 1 year
1 or 2 years
3 or 4 years
5 or more years
551
269
+/-104
+/-65
551
48.8%
(X)
+/-9.8
71
50
43
105
+/-38
+/-27
+/-29
+/-44
12.9%
9.1%
7.8%
19.1%
+/-6.9
+/-4.8
+/-4.8
+/-7.5
269
156
220
+/-65
+/-47
+/-62
269
58.0%
81.8%
(X)
+/-10.3
+/-9.5
SCHOOL ENROLLMENT
Population 3 years and over enrolled in school
Nursery school, preschool
Kindergarten
Elementary school (grades 1-8)
High school (grades 9-12)
College or graduate school
10,349
643
433
4,820
2,723
1,730
+/-267
+/-107
+/-92
+/-154
+/-145
+/-177
10,349
6.2%
4.2%
46.6%
26.3%
16.7%
(X)
+/-1.0
+/-0.9
+/-1.7
+/-1.2
+/-1.5
EDUCATIONAL ATTAINMENT
Population 25 years and over
Less than 9th grade
9th to 12th grade, no diploma
High school graduate (includes equivalency)
Some college, no degree
Associate's degree
Bachelor's degree
Graduate or professional degree
29,181
1,490
3,291
12,944
6,145
2,142
1,863
1,306
+/-59
+/-245
+/-212
+/-394
+/-292
+/-163
+/-176
+/-139
29,181
5.1%
11.3%
44.4%
21.1%
7.3%
6.4%
4.5%
(X)
+/-0.8
+/-0.7
+/-1.3
+/-1.0
+/-0.6
+/-0.6
+/-0.5
Percent high school graduate or higher
Percent bachelor's degree or higher
83.6%
10.9%
+/-1.0
+/-0.8
(X)
(X)
(X)
(X)
VETERAN STATUS
Civilian population 18 years and over
Civilian veterans
32,736
3,453
+/-34
+/-181
32,736
10.5%
(X)
+/-0.6
DISABILITY STATUS OF THE CIVILIAN NONINSTITUTIONALIZED POPULATION
Total Civilian Noninstitutionalized Population
With a disability
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
Under 18 years
With a disability
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
18 to 64 years
With a disability
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
65 years and over
With a disability
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
42,821
37,790
4,993
3,309
1,684
1,383
301
38
+/-94
+/-604
+/-594
+/-522
+/-268
+/-248
+/-93
+/-21
42,821
88.3%
11.7%
7.7%
3.9%
3.2%
0.7%
0.1%
(X)
+/-1.4
+/-1.4
+/-1.2
+/-0.6
+/-0.6
+/-0.2
+/-0.1
Number of grandparents responsible for own grandchildren under 18 years
Who are female
Who are married
RESIDENCE 1 YEAR AGO
Population 1 year and over
Same house
Different house in the U.S.
Same county
Different county
Same state
Different state
Abroad
PLACE OF BIRTH
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Selected Social Characteristics in the United States
Native
Born in United States
State of residence
Different state
Born in Puerto Rico, U.S. Island areas, or born abroad to American parent(s)
Foreign born
Estimate Margin of Error Percent Margin of Error
43,291
***** 43,291
(X)
42,703
+/-100
98.6%
+/-0.2
42,402
+/-168
97.9%
+/-0.4
38,412
+/-353
88.7%
+/-0.8
3,990
+/-322
9.2%
+/-0.7
301
+/-123
0.7%
+/-0.3
588
+/-100
1.4%
+/-0.2
U.S. CITIZENSHIP STATUS
Foreign-born population
Naturalized U.S. citizen
Not a U.S. citizen
588
377
211
+/-100
+/-85
+/-55
588
64.1%
35.9%
(X)
+/-8.0
+/-8.0
YEAR OF ENTRY
Population born outside the United States
889
+/-168
889
(X)
Native
Entered 2000 or later
Entered before 2000
301
22
279
+/-123
+/-35
+/-109
301
7.3%
92.7%
(X)
+/-10.6
+/-10.6
Foreign born
Entered 2000 or later
Entered before 2000
588
42
546
+/-100
+/-21
+/-98
588
7.1%
92.9%
(X)
+/-3.5
+/-3.5
WORLD REGION OF BIRTH OF FOREIGN BORN
Foreign-born population, excluding population born at sea
Europe
Asia
Africa
Oceania
Latin America
Northern America
588
281
120
0
0
56
131
+/-100
+/-75
+/-48
+/-109
+/-109
+/-31
+/-45
588
47.8%
20.4%
0.0%
0.0%
9.5%
22.3%
(X)
+/-8.5
+/-7.8
+/-4.6
+/-4.6
+/-5.0
+/-7.4
LANGUAGE SPOKEN AT HOME
Population 5 years and over
English only
Language other than English
Speak English less than "very well"
Spanish
Speak English less than "very well"
Other Indo-European languages
Speak English less than "very well"
Asian and Pacific Islander languages
Speak English less than "very well"
Other languages
Speak English less than "very well"
40,661
38,969
1,692
491
682
157
852
242
124
92
34
0
+/-52
+/-222
+/-215
+/-88
+/-90
+/-56
+/-203
+/-65
+/-43
+/-47
+/-20
+/-109
40,661
95.8%
4.2%
1.2%
1.7%
0.4%
2.1%
0.6%
0.3%
0.2%
0.1%
0.0%
(X)
+/-0.5
+/-0.5
+/-0.2
+/-0.2
+/-0.1
+/-0.5
+/-0.2
+/-0.1
+/-0.1
+/-0.1
+/-0.1
ANCESTRY
Total population
American
Arab
Czech
Danish
Dutch
English
French (except Basque)
French Canadian
German
Greek
Hungarian
Irish
Italian
Lithuanian
Norwegian
Polish
Portuguese
Russian
Scotch-Irish
Scottish
Slovak
43,291
3,064
106
149
269
1,050
5,768
2,620
1,104
13,927
65
388
5,542
1,692
60
208
4,695
27
492
850
1,934
51
*****
+/-390
+/-60
+/-45
+/-84
+/-188
+/-404
+/-355
+/-204
+/-587
+/-38
+/-81
+/-387
+/-325
+/-26
+/-66
+/-368
+/-20
+/-214
+/-135
+/-203
+/-25
43,291
7.1%
0.2%
0.3%
0.6%
2.4%
13.3%
6.1%
2.6%
32.2%
0.2%
0.9%
12.8%
3.9%
0.1%
0.5%
10.8%
0.1%
1.1%
2.0%
4.5%
0.1%
(X)
+/-0.9
+/-0.1
+/-0.1
+/-0.2
+/-0.4
+/-0.9
+/-0.8
+/-0.5
+/-1.4
+/-0.1
+/-0.2
+/-0.9
+/-0.7
+/-0.1
+/-0.2
+/-0.9
+/-0.1
+/-0.5
+/-0.3
+/-0.5
+/-0.1
http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-context... 11/3/2011
�Sanilac County, Michigan - Selected Social Characteristics in the United States: 2005-2009 Page 4 of 4
Selected Social Characteristics in the United States
Swedish
Swiss
Ukrainian
Welsh
West Indian (excluding Hispanic origin groups)
Source: U.S. Census Bureau, 2005-2009 American Community Survey
Estimate Margin of Error Percent Margin of Error
24
+/-19
0.1%
+/-0.1
414
+/-105
1.0%
+/-0.2
212
+/-73
0.5%
+/-0.2
181
+/-68
0.4%
+/-0.2
214
+/-77
0.5%
+/-0.2
13
+/-12
0.0%
+/-0.1
Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is
represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly
as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the
lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a
discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables.
Notes:
·Ancestry listed in this table refers to the total number of people who responded with a particular ancestry; for example, the estimate given for Russian
represents the number of people who listed Russian as either their first or second ancestry. This table lists only the largest ancestry groups; see the
Detailed Tables for more categories. Race and Hispanic origin groups are not included in this table because official data for those groups come from the
Race and Hispanic origin questions rather than the ancestry question (see Demographic Table).
·The Census Bureau introduced a new set of disability questions in the 2008 ACS questionnaire. Because of contextual differences between the 20082009 disability data and disability data collected in prior years, the Census Bureau is unable to combine the 5 years of disability data in order to produce
the multi-year estimate that would appear in this table. Multi-year estimates of disability status will become available once five consecutive years of data
are collected. For more information about the differences between the 2008 and prior years' disability questions, see Review of Changes to the
Measurement of Disability in the 2008 ACS.
·Data for year of entry of the native population reflect the year of entry into the U.S. by people who were born in Puerto Rico, U.S. Island Areas or born
outside the U.S. to a U.S. citizen parent and who subsequently moved to the U.S.
·While the 2005-2009 American Community Survey (ACS) data generally reflect the November 2008 Office of Management and Budget (OMB)
definitions of metropolitan and micropolitan statistical areas; in certain instances the names, codes, and boundaries of the principal cities shown in ACS
tables may differ from the OMB definitions due to differences in the effective dates of the geographic entities.
·Estimates of urban and rural population, housing units, and characteristics reflect boundaries of urban areas defined based on Census 2000 data.
Boundaries for urban areas have not been updated since Census 2000. As a result, data for urban and rural areas from the ACS do not necessarily
reflect the results of ongoing urbanization.
Explanation of Symbols:
1. An '**' entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a
standard error and thus the margin of error. A statistical test is not appropriate.
2. An '-' entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate,
or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended
distribution.
3. An '-' following a median estimate means the median falls in the lowest interval of an open-ended distribution.
4. An '+' following a median estimate means the median falls in the upper interval of an open-ended distribution.
5. An '***' entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A
statistical test is not appropriate.
6. An '*****' entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate.
7. An 'N' entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of
sample cases is too small.
8. An '(X)' means that the estimate is not applicable or not available.
The letters PDF or symbol
indicate a document is in the Portable Document Format (PDF). To view the file you will
need the Adobe® Acrobat® Reader, which is available for free from the Adobe web site.
http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-context... 11/3/2011
�SEX AND AGE
Total population
Median age65 years and over
RACE
One Race
Two or More Races
HISPANIC OR LATINO RELATIONSHIP
Total population
Total population
In households
White
Black or African Ameri American Indian and AAsian
Some Other Race
GEOGRAPHNumber Number Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent
Sanilac Cou
43114
42.8
7579
17.6
42600
98.8
41649
96.6
150
0.3
195
0.5
144
0.3
455
1.1
514
1.2
43114
100
42548
98.7
Argyle tow
759
40
96
12.6
756
99.6
740
97.5
2
0.3
8
1.1
4
0.5
2
0.3
3
0.4
759
100
759
100
Austin tow
665
43.2
118
17.7
665
100
664
99.8
0
0
1
0.2
0
0
0
0
0
0
665
100
665
100
Bridgeham
854
40.8
118
13.8
840
98.4
823
96.4
0
0
5
0.6
3
0.4
9
1.1
14
1.6
854
100
854
100
Brown City
1316
37.3
196
14.9
1290
98
1279
97.2
1
0.1
2
0.2
1
0.1
7
0.5
26
2
1316
100
1296
98.5
Buel towns
1265
42.6
243
19.2
1254
99.1
1238
97.9
0
0
3
0.2
1
0.1
12
0.9
11
0.9
1265
100
1259
99.5
Croswell cit
2447
38.8
348
14.2
2404
98.2
2243
91.7
12
0.5
18
0.7
5
0.2
126
5.1
43
1.8
2447
100
2436
99.6
Custer tow
1006
45.9
197
19.6
988
98.2
967
96.1
1
0.1
4
0.4
6
0.6
10
1
18
1.8
1006
100
996
99
Delaware t
856
49.1
191
22.3
852
99.5
847
98.9
2
0.2
2
0.2
0
0
1
0.1
4
0.5
856
100
856
100
Elk townsh
1526
42
242
15.9
1502
98.4
1472
96.5
6
0.4
16
1
1
0.1
7
0.5
24
1.6
1526
100
1500
98.3
Elmer town
806
44.1
117
14.5
800
99.3
767
95.2
2
0.2
2
0.2
9
1.1
20
2.5
6
0.7
806
100
806
100
Evergreen t
924
35.8
118
12.8
915
99
901
97.5
7
0.8
4
0.4
0
0
3
0.3
9
1
924
100
918
99.4
Flynn town
1050
35.8
128
12.2
1039
99
1032
98.3
0
0
1
0.1
0
0
6
0.6
11
1
1050
100
1043
99.3
Forester to
1011
52.4
269
26.6
1004
99.3
989
97.8
1
0.1
6
0.6
4
0.4
4
0.4
7
0.7
1011
100
1011
100
Fremont to
1051
38.9
113
10.8
1040
99
1012
96.3
1
0.1
7
0.7
3
0.3
17
1.6
11
1
1051
100
1051
100
Greenleaf t
781
41
131
16.8
780
99.9
769
98.5
0
0
9
1.2
0
0
2
0.3
1
0.1
781
100
781
100
Lamotte to
919
41.1
161
17.5
906
98.6
893
97.2
6
0.7
4
0.4
1
0.1
2
0.2
13
1.4
919
100
913
99.3
Lexington t
3658
49
892
24.4
3619
98.9
3545
96.9
9
0.2
5
0.1
9
0.2
51
1.4
39
1.1
3658
100
3647
99.7
Maple Valle
1221
35.8
142
11.6
1217
99.7
1207
98.9
3
0.2
4
0.3
3
0.2
0
0
4
0.3
1221
100
1221
100
Marion tow
1659
42
326
19.7
1637
98.7
1597
96.3
3
0.2
12
0.7
3
0.2
22
1.3
22
1.3
1659
100
1593
96
Marlette ci
1875
39.4
323
17.2
1835
97.9
1799
95.9
5
0.3
11
0.6
13
0.7
7
0.4
40
2.1
1875
100
1800
96
Marlette to
1763
42.8
276
15.7
1740
98.7
1704
96.7
6
0.3
5
0.3
2
0.1
23
1.3
23
1.3
1763
100
1763
100
Minden tow
545
43
79
14.5
539
98.9
532
97.6
0
0
3
0.6
1
0.2
3
0.6
6
1.1
545
100
545
100
Moore tow
1203
39
170
14.1
1194
99.3
1181
98.2
0
0
6
0.5
0
0
5
0.4
9
0.7
1203
100
1183
98.3
Sandusky c
2679
41.4
486
18.1
2641
98.6
2528
94.4
41
1.5
7
0.3
30
1.1
35
1.3
38
1.4
2679
100
2430
90.7
Sanilac tow
2431
50.9
594
24.4
2405
98.9
2371
97.5
5
0.2
8
0.3
13
0.5
8
0.3
26
1.1
2431
100
2413
99.3
Speaker tow
1483
41.6
192
12.9
1470
99.1
1440
97.1
10
0.7
10
0.7
1
0.1
7
0.5
13
0.9
1483
100
1476
99.5
Washingto
1659
40.5
273
16.5
1626
98
1589
95.8
10
0.6
6
0.4
15
0.9
6
0.4
33
2
1659
100
1644
99.1
Watertown
1320
42.4
183
13.9
1310
99.2
1289
97.7
5
0.4
1
0.1
8
0.6
7
0.5
10
0.8
1320
100
1315
99.6
Wheatland
488
40.6
90
18.4
476
97.5
455
93.2
0
0
8
1.6
0
0
13
2.7
12
2.5
488
100
488
100
Worth tow
3894
45.3
767
19.7
3856
99
3776
97
12
0.3
17
0.4
8
0.2
40
1
38
1
3894
100
3886
99.8
Applegate v
248
34.6
30
12.1
248
100
231
93.1
8
3.2
0
0
6
2.4
3
1.2
0
0
248
100
248
100
Brown City
1325
37.3
197
14.9
1299
98
1288
97.2
1
0.1
2
0.2
1
0.1
7
0.5
26
2
1325
100
1305
98.5
Carsonville
527
35.6
54
10.2
510
96.8
499
94.7
1
0.2
1
0.2
3
0.6
6
1.1
17
3.2
527
100
521
98.9
Croswell cit
2447
38.8
348
14.2
2404
98.2
2243
91.7
12
0.5
18
0.7
5
0.2
126
5.1
43
1.8
2447
100
2436
99.6
Deckerville
830
38.6
177
21.3
819
98.7
786
94.7
2
0.2
12
1.4
1
0.1
18
2.2
11
1.3
830
100
764
92
Forestville
136
55.5
34
25
135
99.3
132
97.1
0
0
2
1.5
0
0
1
0.7
1
0.7
136
100
136
100
Lexington v
1178
55.2
389
33
1163
98.7
1146
97.3
3
0.3
2
0.2
4
0.3
8
0.7
15
1.3
1178
100
1167
99.1
Marlette ci
1875
39.4
323
17.2
1835
97.9
1799
95.9
5
0.3
11
0.6
13
0.7
7
0.4
40
2.1
1875
100
1800
96
Melvin villa
180
36
19
10.6
177
98.3
173
96.1
1
0.6
3
1.7
0
0
0
0
3
1.7
180
100
180
100
Minden Cit
197
41.5
24
12.2
193
98
188
95.4
0
0
1
0.5
1
0.5
3
1.5
4
2
197
100
197
100
Peck village
632
37.1
90
14.2
623
98.6
601
95.1
4
0.6
14
2.2
1
0.2
3
0.5
9
1.4
632
100
626
99.1
Port Sanilac
623
51.1
158
25.4
612
98.2
606
97.3
1
0.2
2
0.3
2
0.3
1
0.2
11
1.8
623
100
605
97.1
Sandusky c
2679
41.4
486
18.1
2641
98.6
2528
94.4
41
1.5
7
0.3
30
1.1
35
1.3
38
1.4
2679
100
2430
90.7
Snover CDP
448
36.5
61
13.6
443
98.9
436
97.3
0
0
5
1.1
0
0
2
0.4
5
1.1
448
100
440
98.2
�HOUSEHOLHOUSING OCCUPANCY
Total houseTotal housing units
Average hoTotal housi Occupied housing unit Vacant housing units
For rent For rent
Number Number Number Percent Number Percent Number Percent
2.48
22725
17132
75.4
5593
24.6
435
1.9
2.67
370
284
76.8
86
23.2
7
1.9
2.65
302
251
83.1
51
16.9
0
0
2.54
409
336
82.2
73
17.8
2
0.5
2.49
583
520
89.2
63
10.8
14
2.4
2.56
567
491
86.6
76
13.4
2
0.4
2.51
1120
971
86.7
149
13.3
76
6.8
2.43
451
410
90.9
41
9.1
0
0
2.3
681
372
54.6
309
45.4
2
0.3
2.55
673
589
87.5
84
12.5
13
1.9
2.55
336
316
94
20
6
1
0.3
2.84
416
323
77.6
93
22.4
4
1
2.9
401
360
89.8
41
10.2
0
0
2.2
1092
459
42
633
58
4
0.4
2.94
400
358
89.5
42
10.5
1
0.3
2.78
352
281
79.8
71
20.2
9
2.6
2.64
389
346
88.9
43
11.1
10
2.6
2.26
2455
1617
65.9
838
34.1
42
1.7
2.94
467
416
89.1
51
10.9
1
0.2
2.49
758
640
84.4
118
15.6
18
2.4
2.43
864
742
85.9
122
14.1
60
6.9
2.67
742
661
89.1
81
10.9
16
2.2
2.45
282
222
78.7
60
21.3
0
0
2.68
508
441
86.8
67
13.2
8
1.6
2.16
1258
1124
89.3
134
10.7
45
3.6
2.19
1790
1100
61.5
690
38.5
61
3.4
2.7
616
546
88.6
70
11.4
8
1.3
2.6
755
632
83.7
123
16.3
15
2
2.53
561
520
92.7
41
7.3
1
0.2
2.53
239
193
80.8
46
19.2
0
0
2.41
2888
1611
55.8
1277
44.2
15
0.5
2.61
111
95
85.6
16
14.4
2
1.8
2.49
587
524
89.3
63
10.7
14
2.4
2.67
224
195
87.1
29
12.9
4
1.8
2.51
1120
971
86.7
149
13.3
76
6.8
2.46
388
311
80.2
77
19.8
17
4.4
2.34
164
58
35.4
106
64.6
1
0.6
1.95
1114
599
53.8
515
46.2
25
2.2
2.43
864
742
85.9
122
14.1
60
6.9
2.9
73
62
84.9
11
15.1
4
5.5
2.43
102
81
79.4
21
20.6
0
0
2.54
283
246
86.9
37
13.1
11
3.9
2.09
441
290
65.8
151
34.2
22
5
2.16
1258
1124
89.3
134
10.7
45
3.6
2.63
196
167
85.2
29
14.8
7
3.6
HOUSING TENURE
Occupied housing units
HomeowneRental vacaOwner‐occupied housing units
Rented, no Rented, no For sale on For sale on Sold, not ocSold, not ocFor season For season All other vaAll other vacants
Number Percent Number Percent Number Percent Number Percent Number Percent Number Number Number Percent
29
0.1
414
1.8
167
0.7
3568
15.7
980
4.3
2.9
11.3
13739
80.2
0
0
7
1.9
6
1.6
39
10.5
27
7.3
2.7
14.3
242
85.2
0
0
2
0.7
1
0.3
25
8.3
23
7.6
0.9
0
227
90.4
2
0.5
3
0.7
4
1
28
6.8
34
8.3
1.1
2.9
270
80.4
1
0.2
7
1.2
6
1
0
0
35
6
1.9
7.7
353
67.9
1
0.2
14
2.5
2
0.4
33
5.8
24
4.2
3.2
2.5
415
84.5
0
0
22
2
7
0.6
10
0.9
34
3
3.3
18.2
629
64.8
0
0
9
2
1
0.2
7
1.6
24
5.3
2.5
0
351
85.6
1
0.1
16
2.3
4
0.6
259
38
27
4
4.4
6.1
342
91.9
2
0.3
21
3.1
4
0.6
15
2.2
29
4.3
4.2
9.8
471
80
1
0.3
0
0
0
0
5
1.5
13
3.9
0
2
267
84.5
0
0
6
1.4
6
1.4
53
12.7
24
5.8
2
8.9
282
87.3
0
0
4
1
4
1
13
3.2
20
5
1.3
0
302
83.9
0
0
24
2.2
2
0.2
566
51.8
37
3.4
5.6
6.8
404
88
1
0.3
4
1
2
0.5
16
4
18
4.5
1.3
1.5
295
82.4
0
0
6
1.7
4
1.1
32
9.1
20
5.7
2.3
23.7
252
89.7
0
0
1
0.3
1
0.3
15
3.9
16
4.1
0.3
15.6
292
84.4
2
0.1
56
2.3
26
1.1
667
27.2
45
1.8
4
12.9
1335
82.6
0
0
5
1.1
4
0.9
9
1.9
32
6.9
1.4
1.7
359
86.3
0
0
26
3.4
4
0.5
25
3.3
45
5.9
5
10.6
488
76.3
3
0.3
14
1.6
10
1.2
4
0.5
31
3.6
3.1
16.1
433
58.4
0
0
14
1.9
13
1.8
11
1.5
27
3.6
2.4
14.7
568
85.9
1
0.4
7
2.5
3
1.1
25
8.9
24
8.5
3.4
0
195
87.8
0
0
9
1.8
1
0.2
9
1.8
40
7.9
2.3
12.1
383
86.8
3
0.2
29
2.3
8
0.6
13
1
36
2.9
4.6
7.7
588
52.3
3
0.2
40
2.2
8
0.4
514
28.7
64
3.6
4
28.1
947
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0
0
6
1
2
0.3
20
3.2
34
5.5
1.2
13.1
493
90.3
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0.3
18
2.4
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37
4.9
32
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3.2
12.6
530
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0.7
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442
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0.2
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1412
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�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wyckoff Planning and Zoning Collection
Creator
An entity primarily responsible for making the resource
Planning & Zoning Center (Lansing, Mich.) (Organization)
Wyckoff, Mark A.
Description
An account of the resource
Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Michigan
Date
A point or period of time associated with an event in the lifecycle of the resource
1960/2023
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a>
Subject
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Michigan
Comprehensive plan publications
Master plan reports
Zoning--Michigan
Zoning--Maps
Maps
Land use--planning
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives
Identifier
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RHC-240
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application/pdf
Type
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Text
Language
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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
Sanilac-County_Master-Plan_2011
Creator
An entity primarily responsible for making the resource
Sanilac County Planning Commission, Sanilac County, Michigan
Date
A point or period of time associated with an event in the lifecycle of the resource
2011-09
Title
A name given to the resource
Sanilac County Master Plan
Description
An account of the resource
The Sanilac County Master Plan was prepared by the Sanilac County Planning Commission with the assistance of Rowe Incorporated and was updated in September 2011.
Contributor
An entity responsible for making contributions to the resource
Rowe Incorporated (consultant)
Subject
The topic of the resource
Master plan publiccations
Sanilac County (Mich.)
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/c07270e5bb1e147ac9097438c21ba948.jpg
5e62af0e75795a941b470d59b8da64f2
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Grand Valley State University Photographs
Subject
The topic of the resource
Aerial photographs
Universities and colleges
Michigan
Grand Rapids (Mich.)
Allendale (Mich.)
Building
Facilities
Dormitories
Students
Events
1960s
1970s
1980s
1990s
2000s
Description
An account of the resource
People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan.
Creator
An entity primarily responsible for making the resource
News & Information Services. University Communications
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News & Information Services. University Photographs. (GV012-01)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
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2017-03-03
Rights
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<a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
GV012-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960s-2000s
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Local Subject
Subject headings specific to a particular image collection
1980s
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
GV012-01_UAPhotos_000154
Title
A name given to the resource
Students tailgating before a football game
Creator
An entity primarily responsible for making the resource
Santarlas, Tom
Description
An account of the resource
Students from Copeland residence tailgating at Lakers football game.
Subject
The topic of the resource
Grand Valley State University
Michigan
Allendale (Mich.)
Universities and colleges
Students
Football
Sports
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Date
A point or period of time associated with an event in the lifecycle of the resource
1987
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
black and white photo
-
https://digitalcollections.library.gvsu.edu/files/original/b40c239e437e675b6583b1cf04ac05da.pdf
74e0d5e5d7ce3fab7f1efce7005146a8
PDF Text
Text
Living with PFAS
Interviewer: Danielle DeVasto
Interviewee: Tom Sapkowski
Date of Interview: 9/2/2021
Danielle DeVasto: I'm Dani DeVasto, and today, September 2, 2021, I have the pleasure of chatting with
Tom Sapkowski. Hi, Tom.
Tom Sapkowski: Hello.
Danielle DeVasto: Tom, can you tell me about where you're from and where you currently live?
Tom Sapkowski: Rapids, Michigan. I grew up on the west side of Grand Rapids, but I currently live in
Belmont, and that's been for the past 27, 28 years, uh, I've lived in this area at this location.
Danielle DeVasto: All right. Tom, can you tell me a story about your experience with PFAS or with PFAS
in your community?
Tom Sapkowski: Sure. Um, I believe my family came here __________ 00:00:44 back in __________
00:00:46 probably late in the summer. I know there was some, uh, media coverage regarding, um,
contamination of water in our area. Um, __________ 00:01:00 made the executive __________ 00:01:02
our well tested, um, but __________ 00:01:06 it was in October of 2017. And it's odd that—I ordered the
tests from a-a place called Accurate Environmental, and, uh, because there's only, uh, maybe like a
dozen, um, labs in the country that were able to test for PFAS down to a-a very, uh, __________
00:01:27 or why I decided to expand the test area so we were going to be tested by a place called Rose
& Westra. That's the test facility that they used. So, um, I was actually, I was a day early on the testing,
but the good news about that is, um, our test results were matched against Rose & Westra's test results,
you know, for accuracy by two different labs so we were basically checking the checker. Um, it did cost
me __________ 00:02:03 which I think it was just over $600 to have it done. So that didn't make me very
happy, but, um, I realized it was something that, uh, that certainly needed to be done and, um, the results
were similar. Our long story short is our well, uh, which was put in in 1985, um, before, we were not the
original owners of the house. But, uh, our well tested, uh, at a non-detect level. A level below, uh, five
parts per trillion. Um, __________ 00:02:42 a neighbor's, just across the street, and, um, their well tested
__________ 00:02:50, and I think then again __________ 00:02:54 not ridiculously though, so
__________ 00:03:00 we remain on the edge of __________ 00:03:04 and, uh—
Danielle DeVasto: Whoop, Tom, you cut out there for a second.
Tom Sapkowski: Oh, I'm sorry. Sorry about that. Um, we had a third test done just recently by the
Department of Health and Human Services. And once again, our water and the __________ 00:03:25 for
PFAS, um, but there are like, I don't know, there's probably 18 different types of PFAS, uh, compounds,
um, so, um, like I said, our-our well has tested __________ 00:03:45, but it didn't test, uh, positive for
PFAS, even though we're very, very close to the, uh, the area that is contaminated. Um, um, I'm, my
house is roughly a mile-and-a-quarter, a mile-and-a-half from the House Street dump where Wolverine,
um, put the lion's share of their, uh, leather scraps that are contaminated with, uh, with Scotchgard, which
was the 3M, um, name for, uh, their water repellent. So, um, I hope, I'm sorry, I hope that answers your
question.
Danielle DeVasto: Yeah, um—
Page 1
�Tom Sapkowski: Oh, it does?
Danielle DeVasto: —it does. So, I mean it, so it sounds like you've-you've had extensive testing done,
um, with relatively good results.
Tom Sapkowski: Yeah, and I don't know, I mean extensive as far as how accurately they're able to
detect, um, __________ 00:04:43, but, um, __________ 00:04:47 our third test is only 21 so it's been a
lot of __________ 00:04:55 I've been __________ 00:04:57 bringing to continue to test because when I
was, when you're that close to contaminated well, you never know, and maybe no, it may test positive or
negative today, and positive tomorrow. So, you just don't know what's going on in the aquifer. Um, we can
make various assumptions about what's going on, uh, geologically under-under our home. Uh, our well
and our neighbor's well are roughly on the same plane. They're around a hundred-and-twenty feet deep.
Um, so you would think that we would be drinking the same water, but, uh, according to some geologists
that I've spoke with, uh, they think we might be on something called a perch aquifer. So, um, and there's a
lot of clay in our area, which, um, is not, uh, you know, it is impervious to-to the water so that may be why
our well tests clean at this point.
Danielle DeVasto: Sounds like you've, um, become quite an expert on aquifers and all manner of things.
[LAUGHTER]
Tom Sapkowski: A little bit, a little bit. I mean, uh, geology was my science in college, which, uh, a lot of
people don't, they-they-they call it rocks for jocks. Have you ever heard that?
Danielle DeVasto: Yes. [LAUGHTER]
Tom Sapkowski: That's what the ath—that's where the athletes go because they don't want to do
physics and chemistry. But, um, I really like geology so that was my science.
Danielle DeVasto: So-so what is next for you guys?
Tom Sapkowski: Well, we're obviously concerned __________ 00:06:38, and, um, we're involved in two
different, uh, health studies where three of us in-in my family have had, um, blood taken, and, uh, we've
gotten results back. Um, my wife and I test low in variou—in certain, uh, compounds of PFAS and
__________ 00:06:59, but we're very, very high in, in a, in a select few. Um, __________ 00:07:07 were,
uh, able, uh, to __________ 00:07:09 health outcomes because, uh, people around House Street, the-the
actual dump __________ 00:07:15, um, there's is what we __________ 00:07:19 around there that
they've been, it must've been pretty high level, um, for the past however many years that they've been
dumping. I think back in the early 1950s, um, you know, you have been trying to __________ 00:07:36 to
figure out how-how long it took that compound to get into the aquifer so. Um, but, yeah, there's, uh,
there's been a number of deaths that have been linked to the contamination. And, um, and, you know,
and people who are alive that, uh, have health concerns, um, because of this. So, our main, our main
concern in the family is that, you know, are there, are there gonna be any negative health problems,
kidney problems, pancreas problems, can—um, and so far there haven't so we've been very fortunate. I
have two children. Um, currently, my daughter is 20, and my son is 27. They've been drinking, um, our
well water __________ 00:08:19 for their entire lives. So, even when my wife was pregnant with, uh, with
Page 2
�them, too. So, if, um, if anything, they-they should be, uh, good test subjects for the __________
00:08:37, so. But, um, like I said, things, so far, things, um, we're in relatively good health. Um, I have
some kidney issues, but they may or may not __________ 00:08:52. Um, you know, it's very, it's-it's, it
would be difficult to-to prove that at this point. Um, I've been a mechanic my whole life so I've been
around a lot of, uh, industrial solvents and things like that, so that may have something to do with it as
well. But, uh, but that's our main concern and basically concern for others. And, uh, it's a unique situation
in that the simple part is Wolverine has, uh, you know, openly admitted to dumping what they dumped at
House Street. And, um, it's, you know, it's sort of a smoking gun as far as what's been, what's been done.
Um, you think they-they knew it was, uh, a hazardous chemical, uh, even early on 'cause of its nature.
Um, it's a synthetic compound and it really doesn't break down, uh, very easily. That's-that's probably why
it's effective as a water repellent. But, um, you know, when they make, uh, conscious decisions to keep
dumping, and keep __________ 00:10:12 them, um, I believe they're very culpable. And, um, I don't, uh,
I'm not a litigious person by nature, but, uh, I really feel like, uh, they need to be held responsible. Andand they have stepped up and done various things. Like, right now we're getting municipal water, but
oddly enough, um, the Plainfield Township municipal water, um, has like eight to 12 parts per trillion of
PFAS in it because their wells are in this area. They pump, they pump, uh, you know, the big, their big
wells that are supply-supply wells are-are around here. Uh, they've been searching for cleaner wells and
haven't been able to find any. Um, there's a whole group of people that would like, uh, the township to
start using Grand Rapids' city water, which is from Lake Michigan, um, and the township hasn't-hasn't
done that yet. Uh, but they have purchased a very expensive carbon filtration system, which does filter
the PFAS out of the water, but it's, um, it's expensive to have and expensive to maintain, um, and it just
makes me wonder how long they're going to, uh, they're gonna, you know, try to, um, you know, make
lemonade out of lemons, so to speak. [LAUGHTER] Um, so it's-it's very, and, you know, it's just very
concerning. Um, the-the township used to not have a lot of, uh, say over what happened with your, with a
person's well water in our area, um, it was up to the health department. If you wanted to get a well permit,
you went to the health department and they—but now all of a sudden there's some type of unholy
relationship between the health department and the, uh, and the township. And the township is now, uh,
they're, the township is saying that because we're getting municipal water, which is a blessing and a
curse, um, like I said, it's-it's dirtier water than what I'm actually drinking, um, even though it's filtered, um,
but now I have a water bill obviously, or will have a water bill. [LAUGHTER] So, and-and I was pumping,
you know, free water for the longest time. Um, what I was getting at before is that the township is
requiring households to give up their wells or they're gonna to have to cap your well so that you may not
use it. Uh, apparently they don't want the possibility of pumping the PFAS out of the ground, and then into
the, you know, um, you know, the-the __________ 00:12:58, uh, that live in the area and people. So they
just don't want anybody drinking it, even though I've tested clean, um, which-which proposes a problem
for me. I, we-we have a-a property we'd like to be able to __________ 00:13:13 the lot, and I'd hate to
have to pay for municipal water just to irrigate. And then I have a 30,000-gallon swimming pool, so, I don't
Page 3
�wanna have to fill my pool with, uh, water that I have to pay for either. So that proposes a, um, a problem,
as well. So, I'm trying to get the township, I'm actively trying to get the township to give me a-a-a waiver
to, uh, keep my well. And I'm aware of people, two houses on Belmont Road, uh, were able to keep their
well, but I don't know the reasons why. Um, one of my neighbor's was able to keep his well because he
has a geothermal heat, so they pump the water out of the ground and then back into the ground, type
thing. I-I'm sure you know how that-that works. But, uh, he'll be able to keep his well also. So, um, this is
a, this is a-a battle that I'm not looking forward to, but, uh, but I think, I think it'll have a good outcome. I
don't know.
Danielle DeVasto: Yeah. Well, you might have touched on this a little bit, but, uh, maybe you can
expand. Um, what concerns do you have, if any, about PFAS contamination moving forward?
Tom Sapkowski: Um, well my concerns are generally health-related, um, maybe not so much about
myself and my wife, but certainly my kids, you know. You would hate to think that you fed your kids
poison for the past 20 years. Do you know what I mean? So, um, and I don't know if our well had been
contaminated previously and has since, um, you know, the aquifer's moving all the time so you don't know
if it was really high at one point in our lives and then got better. Um, but it's-it's doubtful, but I guess it's in
the realm of possibility. So, so health concerns are my, our major, our major concern. Um, I don't know.
Going forward, I would hope that Wolverine is held accountable for people whose-whose deaths have
been caused by-by PFAS or health problems. I'd like to see, um, more of that take place. Um, I don't want
to be one of those people that think that they should be sued into oblivion. You know what I mean?
Because once they quit making shoes and making money, the, you know, the-the well will have long run
dry [LAUGHTER], uh, to use a poor metaphor. Um, they may as well continue to stay in business and sell
shoes. But in-in my view, um, to really be fair and equitable, __________ 00:16:05 they should be, um,
like a for profit company, I think the money they make should be, uh, put in to trying to make up, you
know, pay restitution to people who've suffered from their, uh, contamination. And probably, um, the
people that is closest to the dump site are the ones who really, um, got the most, have had the most
problems. So, um, I don't, I don't worry every day that I'm going to die of something that's related to
PFAS, but, um, you know, as time goes on we are, we are involved in, like I said, uh, several different
health studies, and I just got a letter in the mail to be involved in a third health study, which I will probably
sign up for. But, um, as time goes on, we just seem to learn more and more and more about the effects.
So, um, I guess knowledge is power type thing. Um, Wolverine has paid restitution to, um, at least one
family that I'm aware of. But, um, again, there's like a nondisclosure agreement, so they don't talk about it
very much. But it's good to know that, uh, um, they do assume some culpability. Um, there are various
neighborhoods around here, like Boulder Creek, where they like to use, they-they meaning being, uh,
Wolverine, they wanna use the excuse, "Well, we weren't the only ones who dumped." You know? And I,
and I sort of get that. In the Boulder Creek area, they weren't the only ones who dumped. I believe there
was a brass manufacturing firm that also dumped contaminants in that area. But, um, I'm-I'm, like I said
before, House Street dump is pretty much a smoking gun. It's all their, all their contamination so. Um, on
Page 4
�my, when it comes to my, another concern is that this continues as far as, uh, the public interest. I know
they're, um, they're, you know, they're, we're learning more and more and more about PFAS and, uh, you
know, firefighting chemicals around military bases and things like that that have contaminated, uh, various
areas, so, um, you know, we're finding out more all the time, and, uh, I don't know, hopefully this can be
rectified. But, you know, once the contamination's in the aquifer, uh, it'll require another Ice Age
[LAUGHTER] because peo—I have been to public meetings where people say, "Well, what's it gonna
take to remove the contaminants?" And it's like, really? You, it's, you know, in your, you can't imagine
what, you know, what it would require to try and get, uh, that level of contamination out of the aquifer.
One the genie's out of the bottle, there's, you know, there's no putting it back in so.
Danielle DeVasto: Yeah, it does seem like the more we learn, the bigger the problem gets, the more
complicated.
Tom Sapkowski: Yeah, I'm very disheartened to-to realize that, uh, Wolverine at the House Street dump,
in particular because that's the one of the most affects us, um, they as-as their-their Band-Aid to put on
that problem was to, uh, use, um—what do they call it? Uh, some type of environmental remediation
where, uh, they-they wanted the trees to soak up the contamination, and then, um, you know, that it
would, it would lessen, it would lessen the contaminants in the soil. Where, um, to me, you know, from a
geologic __________ 00:19:47 it's-it's sort of like a, it's sort of like a coffee filter where the-the most
highest concentrations of the contamination are at surface level, and I don't believe they've done enough
to remove the super, um, concentrated areas —do you know what I mean?—by lining it and burning it,
handling it, then they dump it. It is lined with clay or something. But, so the, so the, what, the percolation
effect is going on today, you know, and it's been going on and been going on, so, that's ongoing. And,
um, their solutions for the, they, who they really, they-they wanna take a very, uh, minimalistic approach
to repairing that, uh, or remediating that contamination. That's-that's really sad. I-I would've hoped they
would have really, um, taken the ball and run with it, and used this as kind of, uh, an example of how, uh,
environmentally conscious they could be. I think they would get the public on their side if they said, "Hey,
we screwed up, but we're really gonna fix it," instead of these really minor Band-Aid solutions that they've
come up with. And we still haven't even begun. Um, so Wolverine would currently like to just leave these,
um, and put some caps in place so that it minimizes the percolation effect from rain and whatnot, but, um,
again, it's just a, it's just a metaphoric Band-Aid. You know?
Danielle DeVasto: Yeah, and you'd like to see them do something different?
Tom Sapkowski: Well, yeah, really do something more. There are, there are ways to, uh, remediate this
contamination, um, and I know I believe—[CLEARS THROAT] excuse me—Michigan State University is
working on various ways to, um, break the PFAS bonds, um, but I believe it requires temperatures as
high as like 2800 degrees before it, uh, before it breaks down. So, to me that would mean, um, dredging
up the soil, running it, uh, through some type of, uh, an incineration, and then, uh, putting it back. Uh, I
envisioned something on site, you know, where they could have, um, a dredge that would pull it up, run it
through, uh, a big incinerator. I know they-they use these huge incinerators to make, um, cement. They've
Page 5
�been using them for-for years and years and years, so I know that they're there. This technology exists,
they just don't want to, uh, go that route. Um, I was involved quite a number of years ago in, um, a
gentleman who made a portable tire grinder, and it was to grind up, um, used tires. And it was portable, it
could be moved from tire pile to tire pile. And, uh, it was a pretty complex piece of machinery because of
what they had to do to separate the, uh, rubber from the steel cords. But, um, I know if they can do that,
they can certainly, um, you know, dredge up these really high areas of concentration. But it's-it has fallen
on deaf ears for the past, you know, uh, four years that I've been involved. They don't wanna hear it. It's
funny, you know, people on the, on the CAG, the Community Advisory Group, they don't want to hear it
either, and it's, it's, and I don't really think it's that complicated. Um, it certainly seems more cost efficient
to me to do that than, uh, truck it out of state, which is what they did with a lot of the material from the, uh,
the tannery downtown-downtown Rockford. They just trucked it out of state. Um, so I don't know.
Danielle DeVasto: Yeah, yeah. Well, before we wrap up, is there anything that you want to go back to
and touch on more, or anything that you didn't, um, get to bring up that you'd like to make sure you bring
up?
Tom Sapkowski: Probably not. I think I hit all the bases, but I'm sure after we're done with this phone call
I will have thought [LAUGHTER] of something. But, um, you know, mainly it's, uh, the-the health issues
and, um, the lack of, uh, concern by Wolverine when it comes to removing the contamination, um, I-I'd
just like to see more done. And, like I said, we're learning more and more about the health effects every
day so, um, you know, my heart goes out to people who've, uh, who've, uh, drank heavily contaminated
water. So, I'm going at it from a lot of different angles, uh, as far, you know, including, um, essentially
being forced to go onto municipal water, which I'm not against. Of course I'm against having a dumb
water bill, but, uh, [LAUGHTER] it does not include sewer obviously either, so you have to keep your, um,
you know, your septic. But, um, I'm really hoping right now that what I'm fighting is to keep my well just for
irrigation, and just to fill my pool. So, that would be very, very helpful if I could have those things. So—
Danielle DeVasto: Well, I wish—
Tom Sapkowski: I hope my—
Danielle DeVasto: —I wish you luck in those upcoming battles. [LAUGHTER]
Tom Sapkowski: —I hope my-my, uh, issues aren't too trivial, but, um, I know there's people that have
real concerns, so I'll continue to be a member of the Community Advisory Group as long as they'll have
me. And, um, I have mixed feelings about being on that because if you talk with some people on the
CAG, they think that we've been very instrumental in all of these things that have been done, um, by
Wolverine and others, um, but I really don't see it. I'm sort of a hands on guy, so, um, I would just like to
be able to see more done rather than just a, they-they tend to pat themselves on the back for things that,
um, that, uh, we have not really been directly involved in. So, you know, it-it is sad because, uh, we have
monthly meetings and, um, you know, to try to keep the community, um, aware of what's going on, and it,
and it's been sad because there's just often little participation, um, just by a select few. And the select few
who, uh, who participate are often, uh, really, um, sort of how I feel, they, um, they're concerned about
Page 6
�contamination, but, um, they go off on-on crazy, um, you know, basic rabbit holes. They go down these
rabbit holes that, uh, they're just, uh, __________ 00:06:58, and, um, I don't know. It's it, I would like to
think, you know, work towards at least improving our situation. Um, I know it can probably never be
rectified save for the next Ice Age, but, uh, [LAUGHTER] but, um, I think, you know, I try, I'm trying to be
positive and, um, hope that, you know, make incremental improvements so that's about it.
Danielle DeVasto: Okay, all right, well, thank you, Tom, for taking the time to share your story today.
Tom Sapkowski: You're welcome. Thank you for-for, uh, for doing this.
Danielle DeVasto
Tid: 537-2
Page 7
�
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Living with PFAS Interviews
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Devasto, Danielle
Description
An account of the resource
Beginning in 2021, the Living with PFAS interviews were recorded to gather the personal stories of individuals impacted by PFAS contamination. PFAS, or per- and polyflourinated substances, are a large group of human-made chemicals used widely since the 1940s to make coatings and products resistant to heat, oil, stains, grease, and water. They can be found in countless household items, including food packaging, non-stick cookware, stain-resistant furniture, and water-resistant clothing. These chemicals are often called “forever chemicals” because they do not break down easily, can move through soils and contaminate drinking water sources, and build up in animals, plants, and people. PFAS have been linked to increased incidences of various cancers, increased cholesterol, decreased fertility, birth defects, kidney and liver disease, and immune system suppression, and thyroid dysfunction. It is estimated that PFAS are in the drinking water of more than 200 million Americans (Andrews & Naidenko, 2020). In Michigan alone, over 280 sites have PFAS contamination exceeding maximum contamination levels for groundwater (MPART, 2024).
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Living with PFAS (project)
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PFAs (Perfluorinated chemicals)
Groundwater--Pollution
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Grand Valley State University. University Libraries. Special Collections & University Archives
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DC-11
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Sapkowski, Tom
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Tom Sapkowski, 2021 (Interview audio and transcript)
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Tom Sapkowski grew up on the west side of Grand Rapids, Michigan and currently lives in nearby Belmont. After learning of PFAS contamination through the media, Tom paid to have his well water tested. It was found to have low levels. However, his municipality is requiring households to give up their wells and he is actively trying to keep his.
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https://digitalcollections.library.gvsu.edu/files/original/a9449b751a8d8ac753732a30fee1bd86.pdf
100e9de2b1c0dee2ec46663d4b19a2c1
PDF Text
Text
Young Lords
In Lincoln Park
Interviewee: Steven Sapp
Interviewers: José “Cha-Cha” Jiménez
Location: Grand Valley State University Special Collections
Date: 7/8/2012
Biography and Description
Steven Sapp was born and raised in South Bronx, New York City. He earned his B.A. degree at Bard
College and is married to Mildred Ruiz-Sapp of the Universes Theatre Ensemble. Together, Mr. Sapp and
Ms. Ruiz-Sapp co-founded THE POINT, a community development corporation (Hunts Point) in 1993 and
Universes, a New York-based theatre group that fuses poetry, jazz, hip hop, politics, blues and Spanish
boleros to create its own productions which are performed on and off Broadway, nationally and
internationally. Mr. Sapp has received numerous awards for his acting and has written, acted in, and
directed scores of productions. One of his most recent productions is “Party People” (2012) which is
primarily about the Black Panther Party and the Young Lords.
�Transcript
JOSE JIMENEZ:
Okay. If you can give me your name, Steven, and your birth date,
and where you were born.
STEVEN SAPP:
My name is Steven Sapp. Birthday is May 12, 1966, and I was
born and raised in the South Bronx, New York City.
JJ:
The South Bronx. And what was the date again? I’m sorry. I didn’t [hear?].
SS:
Steven Sapp.
JJ:
But the date?
SS:
May 12, 1966.
JJ:
Okay.
SS:
Yeah.
JJ:
[Seems pretty young?]. Okay. Any brothers and sisters, or --?
SS:
I got one sister. She’s five years younger than me? Five years younger than
me. It’s just the two of us.
JJ:
[And your?] parents’ names?
SS:
Same. [Patricia?] Sapp. Steven Sapp.
JJ:
[The same?]?
SS:
Yeah. Yeah.
JJ:
Okay. These are more, like, oral history, so --
SS:
Yeah, yeah, yeah, yeah.
JJ:
-- (inaudible).
SS:
Yeah.
1
�JJ:
So, [00:01:00] what was it like -- just a little, brief background of what it was like
growing up in the Bronx and that ’cause I’m not familiar with the Bronx.
SS:
Yeah. Well, the Bronx in particular that I remember was -- and I’m from the
projects of the Bronx, and I remember --
JJ:
What projects?
SS:
Forest projects, the Bronx. And I just really remember there being bombed-out -well, what looked like bombed-out buildings. You can go for blocks, and blocks,
and block, and blocks. A lot of the tenement buildings were burnt out, and I’m
old enough to remember the ’70s, where landlords, mostly the Jewish landlords,
would burn out apartment buildings. They would pretty much come on a
Tuesday, and say, “Everyone has to move out of the building by Friday,” for
insurance, and burn it. And so, there was stretches of time where you could go
for blocks, and it was nothing there.
JJ:
But, I mean, did they own the projects?
SS:
No. The projects were different. The projects were separate, but everything
around the projects was burnt out, so, when [00:02:00] you left the project, you
literally walked through what looked like war.
JJ:
So, this was around the ’70s?
SS:
I was born in ’66, and what I remember is, when I’m being four and five, so, like,
1970, ’71, ’72.
JJ:
So --
2
�SS:
So, I remember when the Panthers, especially in New York, were around, and
when the Young Lords, the New York chapter of the Young Lords with the
Garbage Offensive -- that’s what we were looking at.
JJ:
Oh, you saw that?
SS:
Yeah.
JJ:
I mean, literally --
SS:
I literally saw mounds and mounds of garbage. I remember that that was kinda
like -- and then you had rats running through the garbage. So, when we were
little kids, playing, and if you were playing near the street, where the garbage
was, that’s what you saw. And the projects were the projects. Everybody was
stacked on top of each other, and this is before crack, so it wasn’t all crazy in
terms of -- but it’s still a project living. You know, we had free cheese. The
government’s giving out free cheese, so you stood in line.
JJ:
[Yeah, I remember that was?] (inaudible).
SS:
Yup, and you got your block of free cheese. So, my life was pretty much
consisted of project living and the tenement buildings.
JJ:
Okay, so, free cheese -- that meant, you were a family [00:03:00] [on welfare?] --
SS:
Yes.
JJ:
-- at the time?
SS:
We were on welfare.
JJ:
That was part of the welfare program.
SS:
That was part of the -- yeah. And so, that’s -- for me --
JJ:
Was it everybody like that on welfare in the projects, or --?
3
�SS:
Yeah. It seemed like everybody was on -- and, [literally?], that’s just what it was,
and I learned really early on it was -- for me, I figured out that it just seemed like
it was just a cycle. Everybody was caught in the same thing and that there was
no way out. Like, I saw my aunts, and my uncles, and my father, and everyone
was just working-class people, but it was like a ceiling, and nobody was breakin’
out of it. The best thing you could do was get into the projects. You know what I
mean? And I remember being young, going, “I don’t want to die here without
seeing what’s outside of the projects,” and I was very conscious of that. I got to
get out of here just to see something else. I don’t want to die here.
JJ:
Did you have other relatives that had gotten out of the projects?
SS:
No. Everybody was kind of -- it was that. So, I was the first person in my entire
family [00:04:00] -- family -- to go to college, to go. And nobody knew how to
explain it to me. In terms of how to fill out a college application, all that stuff, my
guidance counselor did that with me ’cause my --
JJ:
(inaudible) get to that point where you’re thinking (inaudible)? What [was it?]
growing up, and grammar school, and all that?
SS:
Well, I will tell you this. I had a teacher in the second grade. His name is [Gary
Simon?], and he created the [ABC Schools?], which is like a better change, and it
was like they would take inner city kids and bring them to these prep schools,
and it was like a -- yeah, it was like in junior high school. You would go to these
prep schools. And he signaled out a couple of kids early, like in the first and
second grade, to -- he thought that we were smart, and we were in classes that
had 35 kids in the class, and he wanted to make sure that these particular kids
4
�who he thought were really smart [00:05:00] can make it. So, I got picked by him
in the second grade, and he went to our parents, and it was eight of us, nine of
us, and we stayed after school to work. So, we did our regular day in school, and
then, at three o’clock, you went to Mr. Simon, and you’re with him to five, six
o’clock, and he gave us extra stuff to do, and it was that guy who really put into
our heads that -JJ:
Mr. Simon.
SS:
Mr. Simon, that there was something else out --
JJ:
Now, was he African American?
SS:
No, he’s straight white dude.
JJ:
Straight white dude?
SS:
And really serious about education and really serious about teaching us. Those
who he had, it was serious. So, our reading scores were two years above what
the average was. If I was in the sixth grade, my reading score was eighth grade
level because of this guy. It was the first person I heard really talk about how to
get into college. It was him. Like, you can actually go ’cause you thought, well,
you can’t either afford or you’re not smart enough, but Mr. Simon was like, “Uhuh. You guys are just as smart or [00:06:00] smarter than them white kids ’cause
you come from here.”
JJ:
What was his angle? Was he just liberal-minded, or --?
SS:
He’s just a liberal dude.
JJ:
So --
5
�SS:
He was a liberal dude who was stuck in a public school as a elementary school
teacher, but he had bigger visions, and we were kinda like his guinea pigs in a lot
of ways. And, out of the nine of us who got picked, I think seven of us are doing
really well. Seven, eight of us.
JJ:
Now, he picked you into his own program?
SS:
It was his own program in the school.
JJ:
He just made it up.
SS:
He made it up. He gave us extra books to read. He gave us extra assignments
to read, who he felt could handle it because the way that the curriculum was in
the school, you did what everybody else did, and he was like, “Uh-uh. These
kids -- you could do something else.” So, it made you, when I was in the second,
third grade, think about life in a bigger way. You know what I mean? Yeah.
That’s what I remember [00:07:00] about the Bronx and just loving it ’cause it
was communal, and it’s your family.
JJ:
[You went home?]. I mean, what about the -- any violence or anything?
SS:
In my house or just in the neighborhood?
JJ:
In the neighborhood.
SS:
Oh, yeah. I mean, the regular bang, bang, shoot ’em up. Regular stuff, and you
learned --
JJ:
Drugs?
SS:
Yeah. Violence, drugs. And you get desensitized to it, and maybe I think it’s like
--
JJ:
What do you mean, desensitized?
6
�SS:
You think that that’s normal. So, if they’re shooting, you don’t even blink twice
’cause you think that’s normal. If somebody gets shot, you don’t blink twice
because you -- I remember being -- think it was, like, eight or nine. I was coming
out of a movies. It was a local movie theater, and we were coming out of the
theater, and I distinctly remember this. There was a woman walkin’, coming this
way, and we got out the movie, and a car pulled up alongside real slow, which
you kinda noticed, and the window rolled down, and I saw the shotgun come out.
Boom. [00:08:00] In the side of her head. And I saw it -- and drove off -- and I
remember being in shock of seeing something like that, and then not being in
shock, that it was like that’s where we’re at. Now, if you think logically, you know,
this woman just got shot down, gunned down in the street. And so, you became
almost desensitized to it, where you learn to accept it, or this is what our natural
existence is. This is how we live. And you learn how to navigate your way
through it. You know what I mean? You don’t go here. You go here. You don’t
talk to So-and-so. You talk to So-and-so. You need to know all the drug dealers
and the drugs so nobody messes with you. I learned that quick, to not speak to
people. They don’t know you. If you’re not in a gang or rollin’ with them, if they
don’t at least know you, they’re gonna get you, so I made sure I spoke to
everybody. [00:09:00] “What’s up? What’s up? What’s up?” Everybody knew
me. I knew everybody. They don’t bother you. If you got to fight somebody, you
hurt ’em so nobody’ll -- ’cause I didn’t want to fight, so I was like, if I got to do it, I
got to hurt you so you don’t have to come near me no more. So, it was -- again,
it’s normal violence. I mean, [I don’t wanna?] say normal violence. It’s what you
7
�thought as normal. Somebody gettin’ arrested, or somebody gettin’ shot, or
somebody gettin’ thrown off the roof, or somebody OD’ing, that’s what it was.
JJ:
But you, yourself, never got arrested or --?
SS:
Nah, ’cause my father grew up in Harlem, and he was a take-no-shit type of
dude. He still is. So, he told me -- he said, “Let me tell you something. All you
got to do is go to school.” He said, “I’ll clothe you. I’ll feed you. You ain’t got to
worry about nothin’.” He said, “All you got to do is go to school.” He said, “Now,
you don’t go to school me and you [00:10:00] got a problem.” He said, “If I don’t
take care of you, if I don’t do this,” he said, “People do stuff because they don’t
have no money or whatever, and, you know -- so, I’ll make sure that you won’t
need, but if you --” He said, “If you go to jail or you get strung out on drugs, me
and you gonna have a problem.” And I was young. I was, like, eight, and I didn’t
know what he was talkin’ about, but he --
JJ:
[He was serious?].
SS:
He was serious about that. So, the only time me and him had any run-in was
school because he’s like, “You’re not stupid. You’re smart, so you can do this
backwards and frontwards, so, if you don’t do it, me and you gonna have a
problem.” And that’s when -- any time I didn’t do well in school. So, in terms of
gettin’ in trouble --
JJ:
So, he was [verbal, mostly?]?
SS:
I mean, yeah. He didn’t really -- I mean, if I got hit, I got hit because of school,
but he was a serious dude. It wasn’t like, “Oh, let me see.” No, no, no, no, no,
no, no. If he said it -- he’s like, “If I got to come out there with you --” So, I
8
�stayed -- [00:11:00] I mean, I knew everybody, and I had friends of mine who did
stuff, but, when it got deep, I was like, “I’m not going with y’all ’cause my father’s
[not gonna understand?].” I’m like, “I’m not goin’.” And I didn’t. You know what I
mean? I would hang out just enough. You hang out. You drink your wine. You
smoke your weed. You hang out with -- but, when it was like, “Oh, we’re gonna
go do this,” “See y’all. I’m going home ’cause my father’s not gonna have it.”
And my mother was there. My mother was in the house, and she was a
housewife.
JJ:
Is it Patricia?
SS:
Patricia, yeah. She was a housewife. So, I came home from school. My mother
was there. She’d help you with your homework. She’d make sure we would look
nice, clothes. Even if we didn’t have nothing ’cause I’m old enough now to --
JJ:
[It’s just two?]?
SS:
And it’s just me and my sister. So, she, the everyday --
JJ:
Is she older or younger?
SS:
She’s younger. So, I was the older one. She made sure we always -- so, we
didn’t need anything, and, now that I’m older, I realize that we were poor, but
you’d have never known it. Neither one of ’em had any addiction, so it was like
[00:12:00] the money my father made, he gave it to my mother, and it was in the
house, so we had nice furniture. We had nice clothes, but we were poor. I never
went to bed hungry ever. So, all those things that people -- and I have cousins
who have done jail time [and that?] ’cause their home life wasn’t stable. My
home life was. Like, my father would have his moments where he would be very
9
�aloof, or very distant, or angry at the world and didn’t talk very much, but, in
terms of him being in the house, he was there, so I had both of them in there, so I
never felt like I had to drift off and do something. They allowed me to be my age.
I didn’t have to grow up faster than I needed to grow up.
JJ:
What kind of work did he do?
SS:
He did a little bit of everything. He was a cook for Nedick’s for a long time, and
then he worked for the railroad, just cleaning out the pipes, and the heating, and
ventilation in the train stations for Amtrak. He did that for a long [00:13:00] time,
and, now, he’s a security guard. Carried a gun and, you know.
JJ:
Your mom was --
SS:
Nothing. She never worked. She never worked. She stayed home, and my
father --
JJ:
Was that a religious thing, or --?
SS:
No. I think we’re more old-fashioned. Not that she couldn’t work.
JJ:
Okay, so more cultural.
SS:
Yeah. She just stayed home and raised -- you know what? She was a mother.
She was like, “I’m a mother. This is my job.” And she went (makes sound) and
zoomed in on us, and, to this day, to even my nephews, my sister’s kids, she is
that matriarch. “My job is to be home, make sure the house is right.”
JJ:
But your father was not into the church or anything like that?
SS:
He is now. He got saved maybe about 10 years ago, he got saved because he
got to a point personally where he just -- he was low. You know, he’s a old street
dude from Harlem who had [00:14:00] kids when he was 22 but still kinda wanted
10
�to hang out, and he was a good father, but you can always see he was kinda
tortured. Like, he would sit in the living room in my house, and he used to drink.
So, I would come home, and, if you heard music playin’, I knew he was sitting in
the living room. I’d come to the door, and I hear music. I’d be like, “Oh.” And I
opened up the door, and he would be sittin’ there. He’d have his vodka, and he’d
be drinking, and he’d see me walk by. “Come in.” I’m like, “Oh.” “Sit down.”
And then, he’d start talking, and he would talk about -- he would just talk, and, at
that -- I don’t know what he was talking about, but he would just talk, and he
would just tell me things and then send me away. And so, that’s how I got to
know him in terms of what a tortured man working, trying to make it in the world,
living in the projects, and raising a family -- he would say it to me, but, at 15,
didn’t know what he was talkin’ about. [00:15:00] But he gave that to me. Like, I
completely understand it. I completely know exactly what that is. You know what
I mean? So, as I got older and became a man, all these things I began to feel,
and experience, and not quite understanding, and being angry about, I can
equate it with my father, like, oh, I get it. This is what I’m feeling as a Black man,
trying to -JJ:
Now, you’re (inaudible) you’re not into a church or anything.
SS:
I’m not. I’m more spiritual than going to church. I’m just like, you be a good
person. You have some sense of spirituality. You know, goin’ back and forth to
the church thing, it’s nice, and it’s very admirable, I think, but then you start
gettin’ around people --
11
�JJ:
Now, was he in the service, your father, or anything? Where did he get his
discipline?
SS:
Himself. He used to sing when he was a kid, like, 13, 14. He was in a little
singing group, but I think he was always that type of dude.
JJ:
[It was a?] singing group? Singing group?
SS:
Yeah. He didn’t go to the service. [00:16:00] He’s a really strong dude. You
know what I mean? And I think he’s so proud now of me and my sister, how we
turned out, ’cause we turned out -- you know, we’re good kids.
JJ:
What was your sister’s name? [Did we get that?]?
SS:
Her name is [Patria?].
JJ:
Patria?
SS:
Patria, yeah. And she’s an accountant.
JJ:
You’re Junior. You’re Junior.
SS:
I’m Steve Jr., yeah. And we turned out good. We didn’t get in trouble. We were
almost, in one sense, boring considering some of my cousins were wild. My
cousins were just wild, and always in trouble, and getting arrested, and da, da,
da. Me and my sister, you know -- not that we were raised middle class ’cause
we were far from it, but the way my mother and father -- mostly my mother -- had
the house, the feeling of it, it felt middle class in that apartment in the projects,
but we was poor as shit. You know what I mean? But you would have never
known it. My cousins used to come to my house for Christmas because we used
to get so much -- my mother and father used to save [00:17:00] money all year to
12
�buy us Christmas presents. That’s how those two were disciplined in terms of
having a family, so that’s how I grew up, so I didn’t -JJ:
So, your parents, in order to keep you in line, had to also attack ghetto life. So,
did they do that?
SS:
My mother never acknowledged -- she would always tell me, “Why you always
talk about it like this? This is community. You got your friends.” We weren’t
living in the ghetto to her. This is where we live, and this is beautiful. We have
family, and there’s a community center, and there’s this, and there’s a movie
theater. And my father was out there, you know? He was out. But they didn’t
bring it home. My father never brought that element into the house. My mother
wouldn’t allow that element into the house, so we didn’t grow up --
JJ:
So, he was street-savvy (inaudible).
SS:
He was street, and he [00:18:00] did his dirt --
JJ:
But that was outside [the house?].
SS:
It was outside. He didn’t bring it into the house. Only thing he would bring in, he
would drink. He would be drunk in the house, but he didn’t bring [dumbness?]
into -- he wouldn’t have it. The house was almost his sanctuary. And I
appreciated that, that we didn’t have to deal with -- there’s a lot of stuff I know
people deal with. I didn’t deal with it in my house. When you go outside, you
deal with stuff, but, in terms of when I went home as a kid --
JJ:
Now, did you ever see it outside?
SS:
Oh, yeah.
JJ:
(inaudible).
13
�SS:
My friends. My family. My cousins. They grew up hard.
JJ:
So, you never saw your father in a negative --
SS:
One time, maybe nine or ten, he used to always go to Harlem ’cause he grew up
in Harlem, so he would hang out in Harlem, and I was in the barbershop.
JJ:
You don’t have to answer. I was just --
SS:
No, no, no. If it, you know -- and I’m sitting in a barber chair, and I was watching
television, and everybody from the barbershop was runnin’ outside. “Where’s
everybody runnin’?” [00:19:00] So, I kinda went outside, and there was a big
circle, and he was beatin’ this guy half to death in the street, and I remember
being so shocked at the violence of it, of where, mentally, he was and how
violent it was. It really surprised me. Like, oh -- and how aggressive it was. You
know, as a kid, you’re enamored, but I was also very, like, I don’t even know who
that is, and it still sticks to me to this day. I don’t know who that was. And I think
it bothered him that I saw him like that ’cause I remember him turning and seeing
me standing there, and then him -- “I got to go home.” And his hand was, like,
this big. It swole up. And he had to take me home, and my mother asked him,
“What happened to you?” And him like, “I go into a fight.” “Oh, my God. You got
into a fight? [00:20:00] (inaudible).” But he tried to keep that stuff from us, which
I appreciate. He never went to jail. None of that stuff. [He’d?] go to the bar, and
hang out, and get drunk, and stay out all night long. That’s him.
JJ:
Okay, so, you got into the -- [what is?] your political thinking (inaudible)?
SS:
It’s funny you say that. Some cop shot somebody, and it was on the news, and it
was in the Bronx, and everybody was up in arms, and this guy stood up, and he
14
�had dreadlocks, and I remember going -- he just looked different, and it said his
name. I don’t remember what his name was, but, underneath it, it said “Activist”
on it, and the way he spoke -- I was like, “I want to be that.”
JJ:
Some guy got shot --?
SS:
Some guy got shot, and [00:21:00] people were protesting, and this guy got on
the news, and had the camera in his face, and it had his name, and he had
dread-- and it said “Activist,” and I was like, “I don’t know what job that is, but I
want to do that,” because he was with the people, and I was just really paying
attention to that guy ’cause he wasn’t -- it was something I didn’t know what it
was. You know what a teacher is. You know what a cop is. But what’s an
activist? ’Cause that’s what it said on the news. And I remember that distinctly,
and then I remember paying attention to what was -- I knew shit around where
we lived wasn’t right, and that the cops [kept rollin’ us?] wrong, and how we were
livin’ was wrong, and rats and roaches is wrong. It’s like I knew it. And so, I
would pay attention to the rallies, and I would -- I didn’t necessarily always go,
but I would pay attention to -- listening to people talk. My father had this Louis
Farrakhan record, and I don’t even know where he got it from, [00:22:00] and I
used to play it over and over and just really kind of -- listening to this fervor of
people fighting against injustice. And my mother and father wasn’t into it at all,
but, to me, I was looking around, going, “If I have to live here or people that I
know and love have to live here, it don’t need to be like this.” And you look at
TV. It’s like that neighborhood doesn’t look like this, and [how?] --
JJ:
And your friends were also political. [I mean?] (inaudible) --
15
�SS:
No. None of them was. That’s just with me. It was just in my head. They really
weren’t. I just felt it. I mean, it’s like I grew up, and it was Blacks and Puerto
Ricans. That’s what’s in the neighborhood. So, to me, it’s like we’re all in this
together, and why is it not -- why are we struggling in here together? And I’m
very conscious that there’s only Black and Puerto Ricans here. There’s no white
people here. [00:23:00] You know, it’s just Black and Puerto Rican, and we’re
smashed on top of each other, and the elevator’s broken, and you got to walk up
14 flights of stairs, and So-and-so got robbed, or somebody got shot, and the
ambulance -- takes them five hours to show up. I just knew that shit wasn’t right.
JJ:
[So, people were?] talking about that.
SS:
Mm-hmm. I didn’t know how to get involved.
JJ:
But you were hearing it.
SS:
Yeah. You were around. I mean, you did see Panther papers. You did see
Young L-- you did see it. And we were young, so you would go and look, but,
since my mother and father wasn’t into it, I didn’t have enough guts to just -- I’m
gonna go by myself and go to this thing. I didn’t do that, but it stuck that there’s
something wrong, and there’s people fighting for justice of these conditions that
we’re in, and then trying to learn, how do you change it? You know what I
mean? There’s congressmen, and [00:24:00] the aldermans, and everybody that
you saw around, but it’s like, they’re not really kinda changing things. But that
guy who I saw on television, who was an activist --
JJ:
You were in high school or grammar school?
16
�SS:
Maybe junior high school going into high school when that -- so, when I went into
college, it really was real evident. They’re distant, the two different worlds that
existed.
JJ:
As you got into college, are you getting more nationalistic also, or no?
(inaudible)?
SS:
No, no, no. What happened with college was I realized I was a minority. I didn’t
realize that when I was in -- when you grow up in the hood, you’re around your
folk. You don’t feel like a minority. You hear the word, but it’s like, we’re the
majority here. The second I sat in college, it was five black men in the entire
campus. I knew what the word was, and it scared me because your first
[00:25:00] instinct’s, “I don’t want to be here. I don’t want to be around people
don’t want me around.” I’m talking to people that -- they’ve never been around
person of color before. They don’t know how to act, but I also know I’m
supposed to be here, and I got to figure this out, and I got real angry because I
can see the two worlds. I can be in college, Upstate New York, and trees, and
da, da, da, da, da, and then get on a train, and ride down two hours, and instantly
be back in the projects. In the same day, your world would be like, [flip?]. I’ll tell
you something. It was one time I came home from college, and a friend of mine
was sittin’ outside who I hung out with, Puerto Rican guy. And he was like, “Yo,
come on. Hang out with --” You know, I’m like, “Aw, man, I just got home.” He’s
like, “No, come on. Come on. Come on.” So, I’m like, “All right.” Go upstairs.
Literally go, “Mom.” I put my bags down. “I’m goin’ out.” She’s like, “Oh.” So,
he takes me to Spanish Harlem, where we used to hang out, and [there?] was
17
�this guy named [Mikey?]. Now, [00:26:00] Mikey used to run a lot of cocaine, all
that stuff, for all of Spanish Harlem, and he owned this tenement building, and he
had an apartment on the top, and all the other apartments -- you can rent a room
for a girl while you smoke or -- so, we’d kinda go, and smoke, and hang out, and
drink wine. And so, this particular time, everyone was hangin’ out in Mikey’s
house, which you really didn’t do. So, I come, [and I sit down, and?] he knew
me. Like, “What’s up? What’s up?” We’re drinking. We’re smoking. And he
comes in the room, and he’s like, “Well, you know --” Looks at me. He goes,
“The shipment’s comin’ in. You cool with that?” And I’m like, yeah, cool. I’m
trying to be like, “Yeah.” And they’re bringing -- so, I’m sitting there, going, “Oh,
shit.” ’Cause, two hours ago, I was just in Upstate New York. So, I’m sittin’
there, and I’m watchin’ all this kinda go on. I’m trying to be cool. So, about
halfway through the night, I can see Mikey [00:27:00] lookin’ at me from across
the room, not really sayin’ nothing, and I’m like, “Uh.” So, finally, after about an
hour of him literally staring at me, I said, “What’s up, man?” He goes, “Come
here for a second.” He’s like, “What you doin’ in here?” I’m like, “What? I’m
hangin’ out.” He’s like, “No, no, no, no, no, no, no. The fuck are you doin’ in
here?” I’m like, “Mikey, what’s the matter? I’m just hangin’ out.” He goes, “Don’t
you go to college?” I’m like, “Yeah.” He’s like, “You in college?” I’m like, “Yeah.”
He goes, “I’m not sayin’ you better than us, but you ain’t got no business in here.
Real shit happens in here. You understand?” I’m like, “Yeah.” He goes, “I don’t
want to see you in here no more. Don’t come in here no more.” I’m like, “What?
I’m hanging out.” He’s like, “Don’t come here no more. You come up in here, if
18
�you come in my building, we’re gonna have problems.” Like, “Okay.” And I
always respected that. I got it, [00:28:00] what he meant. And then -JJ:
He was (inaudible).
SS:
I mean, he was a older dude, and we didn’t -- that’s the first time he ever talked
to me directly, and I got it, and, for some reason, it bothered him that -- he knew I
was in college, and that -- my friend who took me there, had to cut him off, and it
hurt me to my heart, and, to this day, my mother’s like, “I can’t believe you’re not
friends with him.” Because he was my good friend, and he was slidin’ into that
world, and, you know, when you got your friend, you gonna be slidin’ right there
with him. If he’d got into some trouble and something would have happened, he
would have called me, and I would have went, and I was like, “I can’t. I can’t roll
like that. I can’t do it.” I got in college as a chance to do something else. I can’t
roll with you. He’s -- “Come on, man. We --” And crack had just came out, and I
was like, “I can’t. I can’t.” He offered me a chance. He goes, “You could be the
runner. All you [00:29:00] do is just pick up the money. That’s all you got to do.
We’ll pay you.” For a second, I was like, “Well, you know, I’m in college. I could
use the extra money.” He goes, “Yeah, but you got to carry this nine millimeter
’cause, you know.” I was like, “(inaudible).” He said, “Why won’t you carry it?” I
said, “Because I will shoot somebody.” You know what I mean? It’s like you’re
gonna shoot somebody. So, I had to leave all them alone and really focus on -got a opportunity. I’m in school, you know? I don’t know what the hell I’m gonna
do with myself, but I’m in school. It’s a chance to do somethin’, and I’m gonna do
that.
19
�JJ:
(inaudible) your studies, and you’re in theatre, or --?
SS:
Yeah. I studied theatre and writing, yeah.
JJ:
Why did you get into that?
SS:
Writing was -- I always did it when I was a kid, and I was in college, and they
asked me -- [the dean was?] like, “Why don’t you take a acting class?” All right.
And I liked it, and I wanted perform, but you just don’t -- that doesn’t relate to
where we’re from. [00:30:00] So, in one sense, I was doing it because I enjoyed
it, thinking I’ll eventually have to stop and figure somethin’ else out so I can get a
job, and I just never stopped, you know? And my mother would tell people that I
was studying journalism to be a writer for the newspaper ’cause she didn’t want
to tell people that, “My son’s studying to be a writer, and he’s doing theatre.” You
can’t get a job doing that, but that’s what I liked.
JJ:
So, she didn’t want you in theatre?
SS:
No, ’cause where are you gonna work? Where are you gonna work? Who do
you know that does theatre? Nobody. How you gonna make a living? Her
whole big thing was, “You need to come home, and you’re gonna get a city job.”
They had all these jobs opening up for the railroad, for transit. She said, “When
you get out of college, you’re gonna take the transit test. You’re in college, so
you’re gonna have a college degree. You can be runnin’ the trains. You can be
a supervisor ’cause you have a college degree, and you’ll be set.” [00:31:00]
And she had already had that picked in her mind for me, that that’s what I was
gonna do, and I was like, “I can’t do that.” So, I didn’t come back. I stayed
Upstate.
20
�JJ:
Now, you were meeting other people like meeting Mildred at that time?
SS:
I met Mildred in college. She auditioned for a play of mine.
JJ:
Oh, she auditioned for a play of yours?
SS:
Mm-hmm. I was a director, and she --
JJ:
So, how did you get to that point?
SS:
Of what?
JJ:
To do plays.
SS:
Well, you know, when you become a senior, they let you create your own --
JJ:
Senior?
SS:
Yeah, when I became a senior in college. Because, since I was one of the only
Black men in the theatre department, when they gave me a play to do, I was
usually running from something ’cause all the roles for Black people were racist.
So, I told them, whatever play y’all pick, I don’t want to do it because I don’t want
to be a runnin’ slave. I don’t want to do it. Can I create my own thing? And they
were like, well, yeah. You can do whatever you want. So, they left me [00:32:00]
alone. So, the play I wrote was about a kid --
JJ:
What college was this?
SS:
Bard College.
JJ:
Bard, right.
SS:
Upstate New York. And I wrote a piece about pretty much a character that was
myself, who was from the inner city, who goes to a predominantly white school,
and the two worlds he has to bounce in between to survive, and I called it
Purgatory. You didn’t know which place was heaven, which place was hell. And
21
�Mildred walked in the room. She was a freshman, and I was sittin’ there, and she
walked in the room, and I was like, “Okay.” And I leaned over to the guy who
was my assistant, and I said, “That girl can [stand?] anything right now, and I’m
gonna put her in the show,” and I kinda sat back, and she started singing. I was
like, “Okay, cool. Good. She can sing.” But we related to each other ’cause we
both came from -- she come from the Lower East Side. I was from the Bronx.
We were in a predominantly white school. Both our parents are working class
people, and here we are, two people trying to figure it out, and we just gravitated
toward each other, and we had a sense of community. We had a sense of
[00:33:00] family. Like I said, I grew up with Black and Puerto Ricans, so, you
know, she’s Puerto Rican. It was like -- my father speaks Spanish. He learned
Spanish on the street, so he speaks Spanish. So, when I met Mildred’s family, it
felt like family. You know what I mean? My best friend who was taking me
around in Spanish Harlem was Puerto Rican, and I was always at his house. So,
my connection to Puerto Rican culture is -- it’s part of me. You know what I
mean?
JJ:
So, [was your best friend in theatre also, or?] --?
SS:
No. He’s the one that stayed. He stayed back, and --
JJ:
Stayed back.
SS:
And got caught up into drugs, sellin’ stuff, got arrested, and went in and out of
jail, and I stayed in college.
JJ:
[So, now, you have?] all these other friends that are in theatre.
22
�SS:
You start to meet people up in college. You’re meetin’ different type of people,
and it was kinda, like, who you actually like, and they come from different worlds,
and they come from different financial brackets. I mean, I had a friend of mine
whose [00:34:00] father was Arthur Rankin, who used to make the claymation
cartoons like Frosty the Snowman, and it says “Rankin and Bass.” His stepfather was Rankin. So, he had -- it was like money, money, money, money,
money, money, money. It was just a different group of people you’re around,
and, once I started meetin’ different people, it’s like, okay. Having access to
other worlds is like -- how do you get access to that and still stay true to yourself
without changing? You grow up, but I was like, “I’m still Steve from the Bronx,
but I want to be Steve from the Bronx --”
JJ:
So, you always thought about that. [You wanted] to remain true to yourself.
SS:
Mm-hmm. I was very --
JJ:
Not changing -- what didn’t you want to change?
SS:
I didn’t want to deny the fact that I was from the Bronx. I didn’t want to deny the
fact that there was elements of my childhood which was rough, hard, and raw. I
didn’t want to deny the fact that -- but I [00:35:00] also learned how to be able to
go in a classroom, and talk this way, and be around this, and can go home, and
hang out, and be cool with everybody else. How do you take this, the rhythms,
the essence of where we’re from, or community, our culture, and bring that with
you? You don’t have to leave it there, and go to college, and -- you bring that
with you. So, even the work that we do, theatre, I wanted to bring who we were,
the people who I know, Ray Barretto and Marvin Gaye, with me to college, not
23
�leave it there. So, I would always say, “I’m Steve from the Bronx,” and whatever
your interpretation of the Bronx was, that’s how you took me. If you thought that
people from the Bronx were gangsters and them -- all right. Then that’s what you
think I am. ’Cause, you know, they would think that. “Oh, have you ever been in
a gang before?” They would ask me that in college. “Have you ever been shot?”
I was like, “Is that what you think? You watch TV?” It’s like, yeah. I know some
people who been in gangs. I’ve seen people get shot. [00:36:00] And? Does
that make any difference while we’re both sitting in this college together? You
know.
JJ:
You got your degree in theatre. What was the first play that you [performed?]?
(inaudible) [your character?]?
SS:
Yeah. I mean, I did that in college --
JJ:
And after that.
SS:
And then, after that, I didn’t do theatre for five years. Got a job, but we were
workin’ in the community, teachin’ reading and math at this community center,
Mildred and I together. And then --
JJ:
Now, were you married then?
SS:
No, we weren’t married. We were living together. We weren’t married.
JJ:
(inaudible).
SS:
And that was our job, and --
JJ:
So, you had a community center, so --
SS:
We didn’t have it. We worked at one.
JJ:
Oh, you worked at one.
24
�SS:
And then, what happened --
JJ:
(inaudible) [like an activist?].
SS:
Yeah. It wasn’t really -- it was social service. It wasn’t active -- it was more
social service. And then, our funding cycle was ending, and it wasn’t being
refunded, so we were about to all get laid off, and this other guy [00:37:00] we
knew said, “Why don’t we start our own center?” And I was like, “What?” “Start
our own center, man.” And I was like, “And get paid how? Like, how we gonna
eat?” “We can do this. We can do this. You do theatre. Why don’t we, like,
have a theater?” I was like, “In the South Bronx, we gonna have a theater?”
He’s like, “Yeah.” So, we were like, “All right.” So, we found this abandoned
bagel factory in the Bronx, and the landlord who owned that bagel factory,
abandoned bagel factory, owned the same building that we were in, working, so
we kinda knew him, so we went to him and was like, “Look. [We want?] to start
this theater slash center-type thing.” And he was like, “Uh-huh.” He’s like,
“Could you give us, like, a year’s free rent? And we will renovate your space,
and, if we don’t get this place up and running in a year, you can have a
renovated space.” And he said, “All right. Deal.” So, he gave us a year free
rent, and we proceeded to go in that building. We cleaned it all out. People from
the community [00:38:00] started giving us screws, and we literally renovated
that building in a year. Put a theater in there. We had businesses. We had a
restaurant, a barbershop, dance studio, record store, all owned by people from
the community. And then, we put in -- it was a social service agency called
[Unitas?], and they were the big sort of tenants that we had. They paid the bulk
25
�of the rent, and we ran that building, and, out of that, I started doing theatre again
because I had a theater that we built, and we did that for -- we opened in ’93.
And it’s funny. Yomo Toro just died. The opening night of the theater, we had all
these people come over, and Mildred started singing a song, and Yomo Toro
was there, and he walked up on stage and started -- Mildred was singing
“[Preciosa?],” and he started playing with her, and I’ll never forget that moment of
her turning around and seeing Yomo Toro standing in the South Bronx,
[00:39:00] in this building we had just built, playing cuatro behind -- and he was
so nice and so cool, and he hung out all night long, and it felt so special because
we created our love, which was theatre and art, and brought this back to Bronx,
basically, and it was a beautiful thing we had there. It was really beautiful,
amazing. We had poetry nights, and Latin jazz nights, and gay men in the Bronx
rented a space, and the Ñetas, the Kings, and Zulu Nation came to me to ask
me, could they have their meetings in the building? And I was like, “Oh, Jesus
Christ.” So, I said, “Well, we got to talk about it.” So, Bam says, “Okay.” So,
Bam sets up a meeting, and I go in the theater, and it’s Bam -- it wasn’t King
Tone, but it was somebody from the Kings, someone from the Ñetas, all in the
building at the same time, talking, discussing whether [00:40:00] Zulu was gonna
come to [their?] section of the Bronx, and I walk in the room, and they’re like,
“Steve, talk about this.” And there’s like 200 brothers in the room from all
different sides, and I just kinda got up and was like, “Look. This is my building.
This is our building here. I’m willing to give y’all space, but y’all can’t be up in
here acting crazy. I can’t have it. Kids come here during the day. Like, I really
26
�can’t have it.” So, we had that type of environment, and it was amazing. It was a
really beautiful thing, to see that mixture of me turning into an activist, which I
always remembered, and doing theatre with it in the Bronx, you know.
JJ:
And who was paying the bills?
SS:
The first year, we were on unemployment, and I was teachin’, like, poetry classes
on the side, but, once it was really up and running, yeah, that was our life.
JJ:
For a few years, or --?
SS:
It was our life for seven years, and then it got -- our relationship with [00:41:00]
our two partners got real funky, and it’s a longer story, but we left, and we were -the only thing we had was Universes.
JJ:
So, you had started Universes [in that?] --?
SS:
We started, and that became a issue to the building. Like, “Oh, you guys are
making money on the side.” Like, “We ain’t makin’ no money on the side. We’re
doing Universes ’cause it’s fun.” And, to them, it got -- ’cause we started to get a
little name for ourselves, but you don’t make any money. Somebody paid us 100
dollars. I was like, it was five of us. We split 100 dollars. But they got really
threatened, and it became this whole, big thing. And so --
JJ:
So, what was the play that you did then?
SS:
We did something called The Ride, and it was in this downtown, funky, New York
--
JJ:
The Rise?
SS:
The Ride.
JJ:
The Ride, okay.
27
�SS:
R-I-D-E. Some funky play we did. You know, just us kinda just putting stuff
together. But what happened was there was a space called PS 122,
Performance Space 122, which is really known in the New York Downtown
performance scene. The guy who runned it saw us [00:42:00] and booked us.
He came up to the POINT, and he saw us -- which is the name of our center, and
he saw us before we left and booked Universes that night, and he took us to this
performance space.
JJ:
The center was on what streets?
SS:
My or --?
JJ:
This POINT.
SS:
The POINT was in Hunts Point, Barretto and Manida Street. Hunts Point and
Manida.
JJ:
Hunts Point, okay.
SS:
And --
JJ:
And this is the Bronx.
SS:
This is the Bronx. And then, this guy came up from Manhattan, saw us, and took
us to his space, and that’s how we started getting a bigger name for ourselves,
because this guy saw us and thought we were really interesting. And so, when
we left the POINT, we just focused all of our energies on making Universes work.
JJ:
So, you did The Ride, and what other --?
SS:
We did The Ride, and then our first big hit -- we did this play called Slanguage,
which -- that was in 2001.
JJ:
And what was that about?
28
�SS:
That was about the evolution of language in our communities is what it was
about. So, how you go from slang to how Puerto Rican and Spanish people
learn English -- [00:43:00] it was a sort of just thing -- poetry and music, but it
was all about how we learn language, how we use language, how we flip
language, how you don’t say autobus. You say guagua. You know, it’s like the
way people from the hood take language and flip it, and it was a big hit. The
New York Times came, and reviewed our show, and was like, “This is an
amazing theatre company,” and, instantly, like that, since the New York Times
said it, we became this theatre company.
JJ:
So, that was, like, your first promotional --
SS:
Yeah, and we got a lot of --
JJ:
-- [thing was?] the New York Times?
SS:
Yeah, and we toured for eight years with that show.
JJ:
Slanguage?
SS:
Like, we were colleges, performance spaces. We were just everywhere, and we
weren’t makin’ a ton of money, but we were touring, and that’s all we did. We
didn’t take a job. We did Universes.
JJ:
Now, did you look up to other groups? I mean, did you have [00:44:00] some --
SS:
Well, there’s a group --
JJ:
-- [type of?] role models?
SS:
There’s a group called Culture Clash.
JJ:
Culture Clash?
29
�SS:
Culture Clash. They’re out of LA. They’re Chicano, but they are -- I can’t even -they’re like vaudevillian actors from the neighborhood. You know what I mean?
And they were so talented, and we just, like, “Those dudes are it.” But, really, for
us, it was like musicians we looked up to, poets, Amiri Baraka, Pedro Pietri out of
New York, (inaudible) movement. We came out o’ that. So, that’s like Miguel
Algarín, all of those people downtown. Mikey Piñero. That’s where we come
from. We were, like, the next generation right after them. So, all of our early
stuff [Universes working?], we’re in the poetry scene. We weren’t really doing
theatre. We were all in the poetry scene and open mikes. So, that’s where our
heroes were. Sandra María Esteves, Willie Perdomo. They really shaped us,
criticized [00:45:00] us, pushed us, and we got our -- what we do, our swagger,
at the Nuyorican.
JJ:
And what about before (inaudible)? Were there some other plays?
SS:
No. It was Slanguage, and then Mildred and I did another play called Eyewitness
Blues about a trumpet player, and then we did Ameriville.
JJ:
And how did that [come about?]?
SS:
Ameriville came about -- we were tryin’ to write something about the history of
fear in America. We were tryin’ to write a play. And, in the middle of trying to
write about the history of fear in America, Katrina happened, and, sitting there,
looking at how the country responded, just the whole thing around it, it was just
like -- so, we wrote this piece, the opening 10-minute piece of Ameriville, about
that, and that’s all we were gonna write. And then, our director who we were
working with at the time heard that piece and said, “This is your show. You
30
�should write it about what happened in New Orleans and then [00:46:00] open it
out to the whole country.” So, we were like, all right. Whatever. We didn’t want
to do it, but we opened it out, and it turned into something. He was right.
Something really, we thought, smart. So, we did that, and that became a big hit.
JJ:
Now, what about Party People, (inaudible) that you performed today?
SS:
Party People was -- Oregon Shakespeare Festival here has a separate slot that
they call the American Revolutions cycle, where they commissioned 22 writers to
write about moments of change in American history. When we first premiered
Ameriville in Louisville, Kentucky, the people who were in charge of American
Revolutions came to Kentucky, and saw us, and said, “We want you guys to write
one.” So, we were like, “Okay, cool. What do you --?” And he was like, “Could
you write about the Bill of Rights? Could you write about the Declaration of
Independence?” And we were like, “That’s not really interesting.” They said,
“Well, you guys can write about whatever you want.” So, we went, and we
[00:47:00] sat and thought about -- if you think about American revolution, what’s
American revolution to us? And we were gonna keep it real. We were like,
really, the Black Panther and the Young Lords, really.
JJ:
And that comes from your Bronx --
SS:
That comes from my Bronx upbringing, Mildred being in the Lower East Side.
We were always around it.
JJ:
The Young Lords and the Black Panthers.
SS:
The Young Lords and the Black -- so, we felt like that’s --
JJ:
Seeing it personally.
31
�SS:
Seeing it personally and being recipients of the programs, of free breakfast -- we
saw it -- of the garbage pick-ups, in New York, at least, and Lincoln Hospital. I
grew up really close to Lincoln Hospital, so it was like I know -- I saw it. I
remember what Lincoln Hospital [was before?], and then I remember it
afterwards. So, we were like, “If we’re really gonna write about somethin’, we
should do --” And we were gonna be honest to ourselves. [It’s that?]. And we
don’t know how we’re gonna do it, but that’s what we should write about, and,
when we told them, they were like, “Okay. Go ahead.” And then, that’s when we
started trying to find people. That’s how we found you, [00:48:00] ’cause we
were like, “Well, we’re just gonna start --” ’Cause we knew that we had access to
the New York chapter of the Young Lords, so we were like, “We’re not gonna call
them. We need to go to the source.” So, we were like, “We got to go to Chicago,
and we have to find Cha-Cha.” That was our main -- was like, “Well, who do we
know who knows him?” “I don’t know,” you know. And so, Mildred literally
looked and called you, but we knew we had to go -- we went to you, and then we
went to Oakland. We didn’t talk to anybody [to?] New York ’til, like, last, really.
We said, “We have to go to the sources of both, not here. That’s too easy. We
have to know exactly where it comes from.” And you just happened to pick up
the phone, and that started that process, and what we learned from that process,
hangin’ out with you that first time, and then going to Oakland and getting that -you know what I mean? And then bringin’ that here and then working it into a
play.
JJ:
[00:49:00] So, the play’s about what? Can you kind of describe it a little bit?
32
�SS:
It’s about two young -- I will call them -- one is a cub, Panther cub, and the other
one is the nephew of a Young Lord who grew up in New York -- and them trying
to decipher all of the history and make sense out of it but in their way now. So,
it’s a little misguided, and they’re trying to put an event together and invite some
Panthers and Lords together for this thing. Now, us doing our research, we’ve
discovered -- which I kinda knew -- is certain people can’t be in a room together.
There’s history there. So, we were like, “Well, what happens is we put people in
a room together?” We saw footage one day when we were doing research -- we
were lookin’ online, and we found -- I think it was the fortieth anniversary of the
New York chapter, and they were all in this back room, and they said, “And, now,
Young Lords.” And the door opened, and [00:50:00] you can see people coming
out of the back, but people’s faces -- some people were smiling. Some people
weren’t smiling. You can see that something went on in the back, and I
remember thinking, what went on in the back? I want to know what that
conversation was. And so, when we started to talk to people and see the
complexity of what relationships are, and how some shit that got said 25 years
ago, people didn’t get over it, or people got history, or were COINTELPRO, and
you just don’t know who is who, [to be like?], well, what happens if you throw
some people back in the mix together who haven’t seen each other in a while?
What comes out in the conversations? Being orchestrated by these two kids who
know and totally have no idea what they’re doing, but they’re trying to figure it
out. And so, they’re taking what they learned, and they flip it to the elders, and
the elders respond, or they get taken to different places, and different things
33
�[flash?]. That’s what the play’s about, but [00:51:00] it’s -- for me, I wanted to
show -- I didn’t want to romanticize the ’60s, and what I mean by that is I wanted
to talk to or see characters who [comprise the?] Young Lords and Panthers now.
Like, I remember when we met you and just what it was like talking to an older
gentleman. We weren’t talking to the Cha-Cha in the papers. We were talking to
a man who’s already lived a long life and what your perspective was on that life.
So, it was like, that’s interesting to me. That’s who the American public needs to
know, what they went through, what their sacrifice was for this life. If you
romanticize the ’60s in this -- you know, you see Black, and white, and people
with berets on, and it looks very sexy, but it’s like, no, you see somebody who’s
gone through this, and they’ve had this happen, and this happen, and this
happen, and they’re still here, and they’re trying to make sense of all the stuff
they’ve gone through. So, you’ve got that complexity with these two kids, trying
to figure out [00:52:00] what it is smashed together. That’s what this play’s
about.
JJ:
Okay. And it’s gonna play here for --
SS:
It’s gonna play here ’til November 3, and then we’ll see what happens. There’s a
lot of theaters comin’ to check it out. New York, Chicago, Berkeley, LA, you
know, they’re all coming down, so you hope they like it. So --
JJ:
Okay. Any concluding thoughts?
SS:
I am proud of the work that Universes does as a company. I’m proud of the fact
that we’re very honest with ourself about what we wanted to tell in this type of
story. I’m proud of the research that we did, that we actually went and talked to
34
�folk, and that we had the guts to bring it to an American stage, and it’s very
complicated. It’s not an easy thing to sit and watch. It’s not very celebratory all
the time. [00:53:00] Everybody gets sort of exposed in their own way. It’s a very
complicated issue, but I’m very proud of the fact that we went for it. You know
what I mean? And I hope for the world to see this, to learn who you guys are the
way we do as human being that are very complex and very interesting. And what
you guys did is a part of American history, period. You know what I mean?
American history is not just reserved for -- like, this is a part of American history,
an important part of American history that, if you remove it, there’s a lot of things
that would not be here if this did not happen, and we laid claim to that, and I’m
proud that we did it.
JJ:
[I’m?] very grateful (inaudible).
SS:
Thank you. Thank you.
END OF AUDIO FILE
35
�
https://digitalcollections.library.gvsu.edu/files/original/c4bf6da83ee69a2bbe9d28dbcbdea55a.mp4
1ed832e4c6e6f3bd1d06f984a8d71aae
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
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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video/mp4
application/pdf
Language
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eng
spa
Type
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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
Steven Sapp vídeo entrevista y biografía
Sujetos
Spanish language Subject terms
Young Lords (Organización)
Puertorriqueños--Estados Unidos
Derechos civiles--Estados Unidos--Historia
Lincoln Park (Chicago, Ill.)
Afro-Americanos--Relatos personales
Justicia social
Activistas comunitarios--Illinois--Chicago
Partido Pantera Negra
Artes, Afro-Americanos--Nueva York (N.Y.)
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
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RHC-65_Sapp_Steven
Title
A name given to the resource
Steven Sapp video interview and transcript
Creator
An entity primarily responsible for making the resource
Sapp, Steven
Description
An account of the resource
Steven Sapp was born and raised in South Bronx, New York City. He earned his BA degree at Bard College and is married to Mildred Ruiz-Sapp of the Universes Theatre Ensemble. Together, Mr. Sapp and Ms. Ruiz-Sapp co-founded THE POINT, a community development corporation (Hunts Point) in 1993 and Universes, a New York-based theatre group that fuses poetry, jazz, hip hop, politics, blues and Spanish boleros to create its own productions which are performed on and off Broadway, nationally and internationally. Mr. Sapp has received numerous awards for his acting and has written, acted in, and directed scores of productions. One of his most recent productions is “Party People” (2012) which is primarily about the Black Panther Party and the Young Lords.
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.)
African Americans--Personal narratives
Social justice
Community activists--Illinois--Chicago
Black Panther Party
Arts, African American--New York (N.Y.)
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Moving Image
Text
Format
The file format, physical medium, or dimensions of the resource
video/mp4
application/pdf
Date
A point or period of time associated with an event in the lifecycle of the resource
2012-07-08
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/bc116fed49528accd8faee8240adbbd9.mp4
e42a1374dee03b8e3cac6572f61713f3
https://digitalcollections.library.gvsu.edu/files/original/f61543a88c6f838da030abeea90c4656.pdf
69ecce53bc8f3741dbc5951f46ac6404
PDF Text
Text
Grand Valley State University
Veterans' History Project
Vincent Sarnicola
World War II
1 hour 20 minutes 23 seconds
(00:01:39) Early Life
-Born on October 20, 1921 in Grand Rapids, Michigan
-Middle name is technically Joseph, but he was called Jim growing up
-Grew up at 326 Goodrich Street in southeast Grand Rapids
-Had two sisters
-Father worked for the Pere Marquette Railroad
-Father's name was Giuseppe which is Italian for Joseph
-Mother's name was Marian
-Had elementary school at Saint Andrew's Catholic School
-Went to high school at Catholic Central High School
-Graduated from there in 1941
-Worked for Steelcase for six months after graduating
-It was located on the corner of Franklin Street and Ionia Street in Grand Rapids
-He worked there as an electrical welder
(00:06:15) Getting Drafted and Start of the War
-Received his draft notice in January 1942 and reported to Fort Custer, Michigan for
processing
-Heard about the attack on Pearl Harbor on the radio
(00:07:28) Basic Training
-Sent to an Army camp near Medford, Oregon
-Most likely Camp White
-He was assigned to a unit that had a pine tree as its insignia
-Most likely the 91st Infantry Division
-Did field exercises and learned how to shoot a rifle
-He was told he would be made a chief scout
-Requested permission to go to Portland, Oregon to take an Army Air Force exam
-Had no interest in being a scout
-Three months later he received orders to report to San Antonio, Texas
-Most likely to Lackland Air Force Base
-He had been picked to be chief scout because he was small, fast, and a good
marksman
-Drill sergeants were tough and emphasized discipline
-The only men he knew in basic training were a couple friends from Grand Rapids
-Knew that being chief scout meant being ahead of the patrol and in greater danger
-Generally the first to die in combat
-Wanted to be in the Army Air Force because at least then he could see his enemy
(00:13:53) Army Air Force Training
-Transferred to San Antonio after basic training
-Granted twelve days of leave before reporting to Texas
�-Gave him a chance to go home and visit his family
-First tested on coordination at San Antonio
-The Air Force needed one thousand new gunners
-Five hundred for the European Theatre, five hundred for the Pacific Theatre
-He was selected to be a gunner in the Pacific Theatre
-Had to learn how to shoot the .50 caliber machine gun
-Placed in the T6 Texan for gunnery training
-Learning how to shoot at targets as a gunner in a plane
-Primarily how not to shoot the tail of his own plane
-Six weeks later he was assigned to a crew
-Trained with the crew at San Antonio
-Part of a ten man crew
-Pilot, co-pilot, navigator, bombardier, engineer, two waist gunners, and radioman
-He was the tail gunner
-Received a physical exam prior to deployment
-Had a pilonidal cyst and had to have that operated on before being deployed
-Original crew was deployed without him
-Spent four weeks in the hospital and six weeks on convalescent leave
-After recovering he was assigned to a new crew and was with them for the duration of
the war
-Assigned to the 64th Squadron, of the 43rd Bomb Group, of the 5th Air Force
-Note: Information is mentioned at the beginning of the video before Early Life
-Flew in a B-24 Liberator
-Trained with his new crew in San Antonio
-Would fly from Texas, to Washington, to Montana, then back to Texas
-Getting used to flying long missions without rest
-Navigator was learning more about how to navigate by doing this
-The moment they got over water he would load his gun and do a test fire
-Making sure the guns were working and sighted
(00:23:24) Deployment and Overview of Missions
-Flew to Hawaii, then to Johnston Island (in the Johnston Atoll), then to Tarawa
-Flying together as a crew in a C-47 transport
-From Tarawa flew to Guam
-Had to wait until air strips had been secured and repaired by the Army
-Places their arrival in Guam as sometime in late summer/early fall 1944
-Flew a lot of missions out of the Philippines once they were secured
-Flew missions out of Guam for six weeks
-In the Philippines they were stationed near Manila
-Based on unit and location, most likely Clark Field
-Stationed there for over a year
(00:26:55) Crewmembers
-Pilot's name was Ed Ross
-Had experience flying bombers before the war
-Co-pilot was Ray Plank
-Navigator was George Stark
-Bombardier was Roy Niemeyer
�-John McNalley was the chief engineer
-George Tucholski was the radioman
-Lyle Heineke was one of the waist gunners
-Joe Thomas was the other waist gunner
-Gordon Whickstrum was the nose gunner
-And Vincent was the tail gunnner
-Got along well together
(00:29:40) Flying Missions Pt. 1
-First combat mission was a bombing run against Hiroshima, Japan
-Prior, of course, to the atomic bombing on August 6, 1945
-Dropped five hundred pound bombs
-Carrying six tons of bombs when the B-24 was only rated for four tons
-Mission started at 5 AM with breakfast and then a mission briefing
-It was fourteen hour mission
-Flew out of the Philippines
-Received flak from Japanese anti aircraft batteries
-Would return from missions with at least a few holes in the bomber
-Didn't encounter any Japanese fighter planes on that mission
-Flying at 5,000 feet for optimal bomb accuracy
-Also made them more susceptible to anti aircraft
-One rough mission was on the coast of Japan
-Flew a mission against Formosa (now Taiwan) bombing aircraft factories
-Nose gunner was severely wounded in that mission and pulled from service
-Returned with two hundred holes in the plane
-Had to land with damaged landing gear
-It was a rough landing because they also lost their rudder control
-Pilot managed to land successfully under those circumstances
-Mission had lasted twelve hours
-Encountered Japanese fighter planes on some missions
-Everyone would receive credit for a downed fighter
-Too hard to figure out who actually brought down the fighter plane
-On one mission it was so cloudy they had to drop their bombs in the ocean and return to
base
-Couldn't pick out any targets and were not allowed to land with live bombs
-The bombs could explode upon landing
-Nose gunner was the only casualty during the war
-Would have committed suicide if he faced capture at the hands of the Japanese
-Didn't want to face the torture of a Japanese prisoner of war camp
(00:40:43) Medals and Rank
-Received some aviation medals with oak clusters for missions flown
-Most likely Air Medal with Oak Leaf clusters representing missions flown
-Received some medals for sharpshooting
-Highest rank was staff sergeant
-Staff sergeant was the average rank for enlisted crewmen
-Most crewmen were noncommissioned officers
-Never encountered any that were lower than a sergeant
�(00:42:49) Flying Missions Pt. 2
-Didn't fly a mission with his crew every day
-Usually flew two missions each week
-Volunteered for additional missions if a crew needed a tail gunner
-For each combat mission flown you were awarded "points"
-After accumulating one hundred points you were sent home
-Note: Only needed eighty five points to be sent home
(00:44:25) Living Conditions and Downtime Pt. 1
-Food was good on the base
-Had ham and eggs every morning
-Never had to eat C Rations
-Kept rations on the plane in the event of an emergency, but never ate
them
-Always had enough food
-There was a PX (post exchange) where they could buy snacks and other luxury items
(00:45:30) Ground Crew
-Ground crew would bring ammunition and bombs out to the bomber before missions
-The gunners would then check to make sure the ammo was ready for use
-Never had any shortage of ammunition
(00:47:27) Living Conditions and Downtime Pt. 2
-Enlisted men had their own sleeping quarters separate from the officers
-Movies were shown once in a while
-Played cards to pass the time
-Played basketball with other crews
-Slept in a half wood and half tent structure
-Wasn't much, but it kept the rain out and kept them off the ground
-Had to wear a helmet to bed
-Snipers were still a threat around the base
-Felt like his crew was another family
-Able to talk things out with them to relieve stress
-There were regular religious services on the base
-He would help the priest sometimes
-Always carried a Rosary with him during missions and would pray the Rosary
-Never saw any USO Shows
-Never had any leave
-Scheduled for leave, but the war ended before he could go on leave
-Took a lot of pictures while he was overseas
-At the end of the war someone stole his camera, film, and .45 pistol
-Kept a journal, but threw it away many years after the war
(00:55:22) Coming Home and End of Service
-He was sent home on October 15, 1945
-Sent home as an individual
-Sent to Fort Sheridan, Illinois
-Remembers passing under the Golden Gate Bridge in San Francisco, California
-Got discharged from Fort Sheridan in late October 1945
-Came back to Grand Rapids on a train
�-Had been gone for nearly four years (three years and ten months)
(00:57:54) Life after the War Pt. 1
-He was glad to be home
-First two days home visited friends that had also come home
-Went to a party and met his wife-to-be, Rose Monterusso
-Coincidentally, he had babysat her when he was younger
-Got married on April 19, 1946
-Have been married for sixty seven years (sixty eight as of April 19, 2015)
-Took a month off to recuperate and then returned to work at Steelcase
-Worked there until 1984
-Had three children: Marian, Joseph, and Phil
-Marian had two sons, Joseph had three sons, and Phil had two children
-All still live in the Grand Rapids area
-Has four great grandchildren
-Kept in touch with his old crew over the years
-Has benefited from the Veterans' Affairs
(01:04:53) Reflections on Service
-Thinks about the war and his service
-Reads about U.S. military involvements, but keeps his opinions to himself
-Took some time to return to normal after the war
-Didn't talk about his experiences for twenty years
-It was a shock to go from being a high school graduate to being an airman in the war
(01:06:22) Life after the War Pt. 2
-Raised his family at 1322 Ravanna Avenue SE in Grand Rapids, Michigan
-Lived there for fifty four years
(01:09:05) Pictures of Vincent and His Crew During the War
-Picture of Vincent at Camp White, Oregon in uniform prior to transfer to San Antonio
-Picture of Vincent at Camp White holding the M1 Garand rifle
-Picture of Vincent at Camp White with his commanding officer
-Picture of Vincen'ts B-24 crew
-Flight document from Ed Ross (pilot
-Lists names, service numbers, and positions of crewmembers
-Drawing of B-24J Liberator
-Same type of bomber Vincent flew in during the war
-Done by Joe Milich of Lakewood, Colorado
-Various pictures from when Vincent was in the Pacific Theatre
-Living quarters, pictures taken during mission, on the ground, his crew (#854),
nose art
-Wedding picture of Rose and Vincent
�
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_SarnicolaV1727V
Title
A name given to the resource
Sarnicola, Vincent James (Interview outline and video), 2015
Date
A point or period of time associated with an event in the lifecycle of the resource
2015-01-22
Description
An account of the resource
Vincent Sarnicola was born on October 21, 1921 in Grand Rapids, Michigan. He grew up in Grand Rapids and graduated from Catholic Central High School in 1941. In January 1942 he received his draft notice for the Army. He was sent to Camp White, Oregon for basic training, and at the end of that training requested a transfer to the Army Air Force. His request was granted and he was sent to Lackland Air Base, Texas for gunnery training. After completing gunnery training he was assigned to a B-24 crew, and after surgery was assigned to a new crew (the crew that he would be with for the rest of the war). He was assigned to crew #854 of the 64th Bombardment Squadron of the 43rd Bomb Group of the 5th Air Force. He was a tail gunner on a B-24 Liberator bomber and flew missions out of Guam and the Philippines, attacking targets in Japan and China. After Japan's surrender he was sent home on October 15, 1945 and was discharged from Fort Sheridan, Illinois later that month.
Creator
An entity primarily responsible for making the resource
Sarnicola, Vincent James
Contributor
An entity responsible for making contributions to the resource
Erichsen, Wallace (Interviewer)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Veterans
Video recordings
World War, 1939-1945--Personal narratives, American
United States. Army Air Corps
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
application/pdf
video/mp4
-
https://digitalcollections.library.gvsu.edu/files/original/c524356262b598fb9523f3be4c46efd0.mp4
59dce9a926d08f38303877cc91ea3f03
https://digitalcollections.library.gvsu.edu/files/original/99dbf1fa4910ee7323793ec4dd6d1e19.pdf
55f561d60d2522ee989d0c57fa888f5a
PDF Text
Text
Grand Valley State University
Veterans History Project
George Sarros
(00:21:31)
(0:04) Enlistment
• George enlisted three months after he had graduated from High school
• He was in the service with four good friends, who were unlucky because they all
ended up hurting themselves
• He enlisted because he wanted to make money so he could attend college
afterwards, yet he never did finish his college degree
(1:40) Basic Training
• They had to get up early every morning and work every day
• Arms training was eventually incorporated
• Lots of exercise
• He would have like to have had better training
(2:50) Korea
• Went to a duty-station after basic training
• Many men got moved around a lot
• He was sent over to Korea by plane with a bunch of other men
• He was sent back to the United States on a ship
• Item Company, 3rd Battalion, First Marines
• Experienced a heavy fire fight right when he first arrived
• He had been pulled out of Korea and sent home early because the government
was removing people from service
(6:20) Combat
• He had been in the front of the line, but was never wounded
• He had received a machine-gunner assignment
• When others called for support, he helped the rest of the men in his outfit
• He had shot a couple of Koreans in the legs, but does not recall killing anyone
(8:00) Time Spent in Korea
• 1950-51; He was one of the first service men there
• The time he spent in Korea seemed to drag on
• They lived in something like tents and it was very cold out
• They dug for holes wherever they went for safety positions
(10:40) Korean Enemy
• He and his men broke camp and secretly followed Koreans
• They experienced small arm fire, but “clobbered” the Koreans
• They were always busy doing something, protecting themselves and others
�(11:00) Leadership
• All his leaders did a good job
• There were many good leaders, the Marine Corps was well taken care of
• He had caused other troops to get angry at him because he had not been “in it all
the way”
• He never wasted time and was always quick to follow orders
(12:40) The Korean Enemy
• Spent time confronting Korean soldiers
• They came across the Chinese many times
• The Chinese were supporting the Koreans
• The Chinese were more numerous during the later stages of the war
(16:00) Friends/ Acquaintances Acquired While in Service
• He does not have a good recollection of the men he served with
• He has blanked many memories out because it was a bad experience and many
people got hurt
• Korea was not a pleasant situation
�
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
SarrosG
Title
A name given to the resource
Sarros, George (Interview outline and video), 2007
Creator
An entity primarily responsible for making the resource
Sarros, George
Description
An account of the resource
George Sarros served in the Marine Corps from 1946-1951. He fought as a machine-gunner during the Korean War. He did experience combat with Koreans and the Chinese, but did not talk about much of his experience. He does recall being on the front line while he served in Korea. George said that many of his men were hurt and it was an unpleasant experience, so he blocked much of it out.
Contributor
An entity responsible for making contributions to the resource
Sarros, Alexander (Interviewer)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
United States. Marine Corps
Korean War, 1950-1953--Personal narratives, American
Video recordings
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
2007-05-28
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/9174e3b9a14a62beb0153a2c949b10e6.pdf
baba6f2fb9f5f544c58388b0f4490e15
PDF Text
Text
Katherine Satterfield
Extra Credit Journal
I am a junior this year at GVSU and live in an off campus apartment. When I heard that
school was moving online, I packed up a few things and all the necessary school work materials
and went home. Many of my belongings are still across the state, but since I am doing nothing
outside of my house, I have found that I do not really feel the need to have them. I think that I
was lucky with the courses I was taking this semester because the transition to online was pretty
smooth. However, I was in a fieldwork class and I obviously was unable to continue to go to my
site and get the experience that I had been able to get in the first few weeks of the semester. I
think that I am not retaining information as well because it is much harder to find motivation to
study while being at home instead of school. Many of my professors were very good about
communicating and sending out emails and making this difficult situation a little more bearable.
As I have been talking to other students, it seems like not everyone is having as much success as
I am, as they counted on resources and in person communication and explanations that are now
much harder to get.
Before I came home, I had a job at the local domino’s pizza, but decided to leave and
come home because I did not want to be interacting with people and delivering their pizzas. I am
very fortunate at home and both of my parents were able to transition to working at home and are
still able to do their jobs. No one around me has gotten sick and needed COVID testing, however
a couple of my friends at different schools knew students who tested positive. Going to grocery
stores or anywhere in public is a really weird experience for me right now. Everyone is wearing
masks and it feels so strange being around this new standard. I have noticed a lot of new
behaviors, like people crossing the street to avoid each other on the sidewalk as people walk
outside. Something that has been going on in my community is that people have put up
Christmas lights and other kinds of decorations to help try and cheer people up. My family has
not faced any severe shortages of anything we desperately need and grocery stores are better
stocked now than they were at the beginning of our lockdown. I am glad that the people near me
are taking the appropriate precautions to help stop the spread and do our part to keep people safe.
I think that this whole thing will hopefully make people more grateful for our everyday activities
that go on outside of our houses and for our health care professions.
�
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
COVID-19 Journals
Creator
An entity primarily responsible for making the resource
Grand Valley State University. University Libraries
Description
An account of the resource
This collection of journals and personal narratives was solicited from the GVSU community by archivists of the University Libraries during the events of the 2020 COVID-19 global pandemic. During this unprecedented crisis the university closed suddenly, following federal and state guidelines of social distancing to reduce the spread of the novel coronavirus. The university closed its campuses on March 12, 2020, and quickly moved students out of campus housing. Faculty swiftly transitioned to fully-online teaching for the remainder of the Winter 2020 semester, and all campus events, including commencement, were cancelled.
The purpose of the COVID-19 Journaling Project was to document the individual and personal experiences of GVSU’s students, staff, faculty, and the wider community during this time of international crisis. Some project participants were university student employees who were compensated for their journaling. Other participants were granted stipends or extra credit for submitting entries to the archives. Still others participated without any compensation or credit. The University Archives remains grateful to all who submitted journals, for helping us to understand the impact of this crisis on our community.
Date
A point or period of time associated with an event in the lifecycle of the resource
2020
Source
A related resource from which the described resource is derived
University Archives. COVID-19 Journaling Project
Subject
The topic of the resource
Epidemics
Grand Valley State University
College students
Personal narratives
COVID-19 pandemic, 2019-2020
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
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
COVID-19_2020-04-23_SatterfieldKatherine
Creator
An entity primarily responsible for making the resource
Satterfield, Katherine
Date
A point or period of time associated with an event in the lifecycle of the resource
2020-04-23
Title
A name given to the resource
Covid-19 journal
Description
An account of the resource
Journal of GVSU student Katherine Saterfield'd experiences during the COVID-19 pandemic lockdown.
Subject
The topic of the resource
COVID-19 pandemic, 2019-2020
Epidemics
Grand Valley State University
College students
Personal narratives
Source
A related resource from which the described resource is derived
University Archives. COVID-19 Journaling Project
Publisher
An entity responsible for making the resource available
Grand Valley State University University Libraries. Special Collections and University Archives.
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
-
https://digitalcollections.library.gvsu.edu/files/original/ee3802294540b872a473d166a7df8a51.pdf
78c704e004acd148a1da5d5549686ab0
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19690926
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1969-09-26
Title
A name given to the resource
Tomahawk, Vol. 1 No. 1
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/fec49f6c79858ed9401a11921f3d90f5.pdf
ee9f02b704d70f0a17741a817b1789ac
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19691003
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1969-10-03
Title
A name given to the resource
Tomahawk, Vol. 1 No. 2
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/e960ee77544d39ac593af7def251b964.pdf
18b76d90b37efecdf919b21e8e122cfc
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19691020
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1969-10-20
Title
A name given to the resource
Tomahawk, Vol. 1 No. 3
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/5eee764cbcc37cd7a130676763e5cee3.pdf
a1e00f9061b89e987be2bb2a51753731
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19691031
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1969-10-31
Title
A name given to the resource
Tomahawk, Vol. 1 No. 4
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/6170d6f378e80005b07f880ebd02c1fa.pdf
12a0fecc601b3b2ea97b0cfa38d0cf92
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19691114
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1969-11-14
Title
A name given to the resource
Tomahawk, Vol. 1 No. 5
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/021bc874c1af4cf15f4054f29a0c8bac.pdf
576a9f7780088e65ac24609898d04ce9
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19691205
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1969-12-05
Title
A name given to the resource
Tomahawk, Vol. 1 No. 6
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/92b122cb62f01f2e5101512c12a21960.pdf
887d359f3aec09d217784853e1c25a74
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19691219
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1969-12-19
Title
A name given to the resource
Tomahawk, Vol. 1 No. 7
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/049d7ef72c80d29b664cc343b31288aa.pdf
f6222d897ad93e7128f9045e87282dcc
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19700126
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-01-26
Title
A name given to the resource
Tomahawk, Vol. 1 No. 8
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/46a8c3c99e83fe3a002e9f8ec1abb1fe.pdf
1c6e08ca6579861cb439ec8918ac49d6
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19700206
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-02-06
Title
A name given to the resource
Tomahawk, Vol. 1 No. 9
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/c177e6133b234ee525bf02ccad6d10f9.pdf
0abb026428ac5e2aac35546732bfdf63
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19700220
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-02-20
Title
A name given to the resource
Tomahawk, Vol. 1 No. 10
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/2acd923f9593e75f29d5e17e02090b02.pdf
d7133357f33fc38e83f9cd9996277f62
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19700313
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-03-13
Title
A name given to the resource
Tomahawk, Vol. 1 No. 11
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/0fc5a5bf44138013e060d538159011a7.pdf
f010b02fdca008e40193a3f56bc2eec8
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19700403
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-04-03
Title
A name given to the resource
Tomahawk, Vol. 1 No. 12
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/76a4919723f7ad0b14b97bbd40b6c53f.pdf
eb6bf86f9153e8e6b28a7c3813fc47bf
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19700424
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-04-24
Title
A name given to the resource
Tomahawk, Vol. 1 No. 13
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/46e0b2639f211d86f98c945d7599f6fb.pdf
dd7588c369ec86e3ffeec8988a0c1084
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19700508
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-05-08
Title
A name given to the resource
Tomahawk, Vol. 1 No. 14
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/efc36a1e401d1f212818bb5044e2531f.pdf
f00b43214d29ffdfffcd8d45a643879d
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19700605
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-06-05
Title
A name given to the resource
Tomahawk, Vol. 1 No. 15
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/756a3e2fe7733517cca610bbb44ded97.pdf
252831af42b1dc11ab9892acff1606a4
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19710924
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1971-09-24
Title
A name given to the resource
Tomahawk, Vol. 2 No. 1
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/9895b57fafd3a2fc6cd65304a3edfe56.pdf
501ad8b6069c05cce656e878245479af
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
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
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-07_SD-Tomahawk_19711015
Creator
An entity primarily responsible for making the resource
Saugatuck High School
Date
A point or period of time associated with an event in the lifecycle of the resource
1971-10-15
Title
A name given to the resource
Tomahawk, Vol. 2 No. 3
Description
An account of the resource
Tomahawk was the student newspaper of Sagutuck High School. It contains editorials, stories, poems, and information about extracurricular clubs and events.
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Student newspapers and periodicals
Source
A related resource from which the described resource is derived
Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/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