821 24 26018 https://digitalcollections.library.gvsu.edu/files/original/3e57527ff82a4fbc80a5c65a405ca23f.mp4 b45be928e1c3d123ebdff4b23dc381ee https://digitalcollections.library.gvsu.edu/files/original/5de7522d2483383b7f5131f23f3e2aaa.pdf 91338b10feb636bb25130316f27e2455 PDF Text Text ORAL HISTORY INTERVIEW ZENA SMITH Born: 1926 in Birmingham, England Resides: Grand Rapids, Michigan Interviewed by: James Smither PhD, GVSU Veterans History Project Transcribed by: Claire Herhold, January 14, 2013 Interviewer: Can you start with some background on yourself? To begin with, where and when were you born? Well, I was born in 1926 in Birmingham, England and I was just thirteen years of age when the war started in 1939. Interviewer: At this time, what did your family do for a living? My father was a licensed victualler. Now that is a big term that he ran a public house, a big term for cook. Mother helped him, and we lived there…I lived there from the time I was about eight until I got married at nineteen. 1:03 Interviewer: And how many children were in the family? I have one sister and one brother, yes. I’m the only one left of the family. Interviewer: At that time, did your father make a good enough living to be able to keep his business and so you had enough food and all that kind of thing? Yes, yes, he was paid by a brewery, a big brewery in England, had several pubs. Interviewer: Before the war actually started, before Hitler invades Poland, you’re pretty young. Were you paying any attention to the news of the world? Had you heard about Germany or the Nazis? Of course, of course, yes. We knew that…I remember when our Prime Minister of the time was Neville Chamberlain. 2:01 He was a Birmingham man, and he went over to talk to Hitler. This was the year before. Well, we knew war was on the horizon and when he came back, I always �remember his speech. In his speech he said, “out of the nettle, we have plucked the nettle danger.” And still being in school, we had to write an essay on that. That’s how I remember. Interviewer: Do you remember what the popular reaction to that was? Or your parents’ reaction? No, we knew it was just a time to prepare. Interviewer: So he said he had established peace in our time, but you didn’t believe him? No one did. No, we started, you know, preparing for war. 3:01 Interviewer: Once war actually started, did that change at all the way you were living or what people in your community were doing? Certainly, yes, because as soon as the war started, I’m from Birmingham, which is very industrial, and we got the first raids, so naturally everything changed. We were all issued a gas mask and had to carry it at all times, and we all got an ID number. I still remember mine, QBDE584. Now, the 4 was because I was the fourth one in the family. Do you remember your ID number, Dora? Dora, offscreen: Yes, WEKN4…I can’t remember, I’ve got it written down. 4:06 Interviewer: Did you have a lot of men from the community now joining the military and leaving, or were a lot of the men already? Yes, you know, they called them up right away, the eligible ones. Because I was thirteen at the time and still in school, I do remember that I had a friend who had an auntie in Canada and she offered to take her niece and her friend for the duration of the war. Well, I was going to be evacuated to Canada. However, just before we went to go, the Germans torpedoed a hospital ship, and they weren’t supposed to, so that put an end to that, you know. 5:02 That was something. �Interviewer: Do you remember following the news at the beginning of the war? Because the Germans go into Norway and then they go into France and Belgium and the Netherlands, then the British are involved. They didn’t hold out like we did. Interviewer: As General de Gaulle put it, you had a very nice anti-tank ditch. We always thought France let us down, at least that’s my opinion or what I heard, I mean. Interviewer: That’s what people thought at the time, or how you thought about it? Yes. Interviewer: Did you follow, were you paying attention when the Dunkirk evacuation went on? Was that something that was in the news? Oh yes, certainly we knew. Yes. That was very sad, really. Interviewer: Did you expect that the Germans would just come and try to invade after that? 6:00 Yes, and I was very scared because the Germans wanted to, they said they’d get all the English girls with fair skin and blue eyes. Right? Well, my friend had red hair and brown eyes and she’d always lord that over me, you know. However, that never happened. So that was something. Interviewer: Can you talk a little bit about the German bombing raids and so forth? What do you remember about those? I remember so much about it, but I remember one night in particular. It was 1942 and I was in hospital with diphtheria, and they didn’t know whether to put me in the children’s ward or the grown-ups’. Well, I went into the adult ward. 7:01 And this particular night all we had, when you have diphtheria, you have to be a flat patient, lay down, and we had our gas masks at the side of the bed, and we weren’t supposed to move. Well, anyway, being an isolation hospital, it �was on its own grounds and a bomb fell, probably, well, just outside. The windows went, shrapnel all over the bed, and it was a terrible night. Panic, screaming, and that’s what I…that was my worst night of the air raids. It might not have been the worst air raid, but it was for me. Interviewer: That was the closest you got to being hit? Yes. Interviewer: Did you get hurt by the flying glass at all? 8:01 No, we got under our blankets and prayed. That was it. Interviewer: They didn’t try to move you down into a cellar or anything like that? Oh no, no. We were there, and next morning…I don’t know why I never took any shrapnel with me, because my bed was full of it, and you know, for a sixteen year old, that was bad. Interviewer: How long were you in the hospital? I was in eight weeks. The thing of it was, I’d just started dating a young boy. I worked in an office at sixteen, and he did too, and I caught diphtheria off him, because he went to hospital and my mother didn’t know who I was going out with or what at that age. Well, anyway, one of the ladies from the office came to visit my mother, and she said, “you know, your Zena’s been going out with a boy who’s been taken to hospital with diphtheria.” 9:13 My mum said, “that’s funny, Zena’s not well. She’s in bed with a bad throat. And the doctor’s coming tomorrow.” Well, when he came he said, “it’s diphth, you’ve got to go away.” And I said, I don’t want to go to hospital. And I’ll always remember what he said and I think it was disgusting. He said, “if you don’t go, you’ll be dead by Saturday.” What kind of a professional was he? ‘Cause I’ve never forgotten it. Interviewer: Not very good bedside manner by modern standards. �Doctor Kirk was his name, I remember. So anyway, I was in eight weeks, but my friend was in ten weeks. 10:00 Interviewer: Did they actually have medication for it? Was there real treatment they could give you? All I remember is they gave me shot in the rear end and they said, “don’t move.” And I didn’t move for about a week, and, no, there wasn’t anything. And then after six weeks I was allowed a pillow and could sit up in bed, and then at seven weeks…and I got out in eight weeks, and after a month at home I went back to the office. Interviewer: How long a period do you think it was that bombing raids would happen? Was it just for a few months or was it over a couple years? Oh no, it was more than that, because Birmingham got, I think, by 1940 we had our first raid. ’41, ’42, ’43. Maybe. 11:03 Interviewer: When you were at home, as opposed to the hospital, what would you do if the air raid sirens went off? Well, at first we’d go down the cellar, and then if you were in bed, of course, you’d go down the cellar. But in the end, you were so used to them, you’d carry on. And I remember once we had a daylight raid, and I was at work, and we always kept our files down below. We thought it was great, actually. We all went down, our whole office went down in the basement. And it was our first daylight raid, actually. So that was another experience. 12:01 But, you know, working in an office and being that age, you were in a dance craze, and we used to dance. We used to pretend we’d go to go look up a file, and we’d be practicing our dance steps down the stairs, you know. Interviewer: How long did you go to school, then? �Well, at that time, you graduated from a public school at fourteen and went to work. Well, higher education…my granddad wanted to put me to a trade, but the war stopped everything, you know, and I went to work in an office and I took up typing and shorthand. Interviewer: What kind of office was it? What business were they? Oh well, now that’s another story. 13:00 We made tanks for the North African desert war, and at that time, Vice - I don’t know what he is now, but General Montgomery came because he was involved, and Churchill came, and we had lots of excitement. And then during our lunch hours, once a week, we had a dance put on, we had entertainment, we had a church service another day, so it was kind of fun in a way, you know. And you just got used to it. Interviewer: Was this in the downtown, center of the city, or was this outside of the city, the factory? No, it was right in Birmingham itself. 14:00 We were a few miles from the center of the city. You had to take a tram. And once we heard…now I’d never seen a black person, and I was seventeen, and we heard that a black contingent of black Americans were going to be on parade in Birmingham. Well, everybody went uptown to see them and we were cheering. We thought it was great seeing all these black people, you know. So I never grew up with prejudice like here, and I had my thoughts on that when I came over, because there was still a lot of prejudice in 1946. Interviewer: Do you remember when the first Americans came to town, did that attract any attention? Yes, my father said, “I better not catch you going out with the Yankees.” 15:05 But who listens to your parents at that age? �Interviewer: Tell me a little bit about the daily life there during the war. This was a period where you had rationing and various kinds of restrictions and things. Oh yes. We had very hard rationing. One egg a month at one time. And was it two ounces of sugar? Two ounces of sugar, and butter, and of course meat. My mother catered to lunches, though, for the factories around. We had several businessmen who would come for a lunch, and she did get extra coupons, so we weren’t as bad as the average English person. 16:00 Interviewer: Did your father’s public house, did they serve food there too, or just beer? We always served bread and cheese, and pickled onions, and my mother put on the lunches for the five days a week. Interviewer: So you had at least a little bit more access to supplies and food than a regular family would. Yes, exactly. Exactly, yes. Interviewer: Was there any kind of black market trade going on at the time? Could one get things if you knew the right people? Yeah, they used to come to us for brandy and whiskey ‘cause we were limited and, in exchange for maybe eggs or something, you know. Interviewer: And was this just regular people you knew in the neighborhood? You’d just trade what you had? Oh yes. And when I was in hospital the local people would get eggs and I was lucky, I would get nearly an egg a day in hospital and then the Sister said, “Zena, how would you like to share your eggs?” 17:09 I said, “sure.” You know, so there you go. Interviewer: How was it that you wound up meeting your future husband? Beg pardon? �Interviewer: How did you meet your husband? Well, let me see. I had a date the night before with another American and he never showed up. So his, I can’t remember his last name, but I liked him because he had a nice accent because he was from North Carolina, name of Bruce. Well, he was at the camp, the estate, and my sister and I, we went riding. I said, “Let’s go up to Packington.” 18:00 Well we got on the outside of the camp, and there was my husband, Ken, sorting through a bunch of bicycles, bicycles, bicycles. And so, we said hello, and I said “do you know of this Bruce?” and he said, “Oh, they shipped out this morning and we shipped in.” And so I said, “Oh that was the reason.” Anyway, he said “where am I?” I said, “Well, you’re between Birmingham and Coventry.” I said, “where have you come from?” He said, “Norwich.” And, he said “Well, what’s the nearest village?” And I told him, Coleshill. He said, “Do you mind if I cycle back with you and see where I am?” you know. So he did, and then he asked me for a date. And then I said, “Well, I only go out in a foursome.” 19:04 I didn’t really, but I said that. And I took a friend and we had a foursome. And that’s how it started. I dated him for a year before we were married. Interviewer: What did your parents think of all this? They didn’t like it. They did not like it. They met Ken and he wasn’t used to the life I was used to, people all around and concerts at the weekend at the pub and dog shows at the pub and barmaids and barmen and everything and Ken was a teetotaler. Just a little Michigan country boy. But anyway, they would say, “he’s too quiet for you.” But he wasn’t in the end. 20:02 We had a nice life. Interviewer: I suppose on the positive side he didn’t bring in any bad habits. He didn’t? Interviewer: Yeah. �No, no, no. Interviewer: It could have been worse. Yeah. Interviewer: What kind of assignment did he have? What was his job in the war? Well, he didn’t talk too much about it, but I do know that he was an assistant when they did autopsies on the bodies, and they’d weigh the parts, and…that was it. And checking the soldiers in and out and stocking. Interviewer: Tell us a little bit about the facility where he was working, because you told me about that off-camera, but where was he working? Well, he was working on the estate. 21:03 It was a hospital. Interviewer: Right, but you had explained that to me off-camera, but for somebody watching the interview right now is not going to know what you’re talking about, so what was the name of the estate? What was it like? The estate was called Packington Park. And it became a hospital and after the war it became a convention and country club and a golf course. I have been there since many times. Interviewer: So it’s basically one of these old noblemen’s country estates? Do you have any idea of how old it was or when it was built? Oh no. It was old. Interviewer: Are there particular things that happened during the course of the war that kind of stand out in your memory? Can you think back to what it was like to live back there in those days? What do you think about? 22:06 Well, I think we all agree that it wasn’t as bad as we thought, you know, because you’re young and you’re dating and you go to the pictures a lot and in the end, when the siren went you’d just �stay there. You didn’t rush, you know. We missed out on a lot, like here you go to formals and dances and get dressed up. We had none of that because of the rationing, and when I got married I had no coupons. Nobody in the family did, but some girl I didn’t even know, she was the neighbor of a friend, she loaned me her dress, and then I thought, “well, what kind of shoes? I’ve got no coupons.” 23:07 It’s kind of funny, but I had a pair of red tap shoes. So what did I do? I painted them, I bought ribbons for the laces, and I walked down the aisle in my tap shoes. And then I thought, “I wonder if when I kneel down, if they’ll see the taps?” I never knew, but that’s how I got married, and you’ll see on that picture I have. Well, anyway. Interviewer: Did you have things like a wedding cake? Or the kinds of things Americans do? Oh yes, the camp. I had a double wedding. My friend, she married an American. Unfortunately, he was a rotter. But anyway, she never did come here. But the camp made us a great big cake. 24:00 We were all delighted because we were rationed, and they brought the cake to the reception, and it had butter frosting I remember. It was great. Interviewer: When was it exactly that you got married? I got married August 1st, 1945, just before the end of the war. But all my teenage years, 13 to 19 was wartime. Interviewer: How long did you say you dated your husband before you got married? A year. Interviewer: That was a year. During that time, was he able to kind of bring anything to give to your family? Stuff that Americans could get that English couldn’t? I got lots of candy, some I liked, some I didn’t. No, he didn’t bring much foodstuff. Interviewer: He probably didn’t have the right job for that. �Probably not, no. 25:00 Interviewer: How long did you stay in England after you got married? Well, we got married in August and Ken left three weeks later, and then I came over in the March of ’46, March the 20th. Interviewer: What kind of process did you have to go through to be able to come over as a war bride? Well, in order to get married we had to go and see the captain of the base, and then the paperwork started, and then to our surprise, we got a check every month which was nice, from the government. And they made all the arrangements, and I was due to come over on a small ship, the Argentina. 26:03 However, I don’t know what happened, but they transferred me to the Queen Mary. And when we left England in March, I mean it was green and spring was almost there, and the lambs were born. And I couldn’t believe my eyes when we got to New York, they put us on a train to Michigan. There was no green, there was no thatched cottages, there was no lambs in the field, and we were all…we thought we were coming to the same type of scenery, you know. And it was kind of a shock. Interviewer: What was the trip on the Queen Mary like? I was sick every day. It was a terrible March, and they had to put a … they had to stabilize it afterwards and put a girder on the one side to stabilize it, but all…Everybody was bad. 27:15 Couldn’t enjoy it. We lived on apples and crackers, so that was that. But since then I was on the Mary a couple of times and saw the beauty of it. Interviewer: I’m sure it’s much nicer in better weather. Yes, yes. Interviewer: Was this boat full of war brides or was it just a regular passenger trip? �No, it was all war brides, war brides. And before we boarded the ship at Southampton, we had to go to a camp for a few days, and I hated that. And our first meal was creamed corn, which we’d never had, and a wiener, which we all hated it. 28:06 I mean to say. And ew, we couldn’t eat it. But anyway. Interviewer: American military chow, that’s what they call that. I remember that. None of the girls enjoyed that, but I like creamed corn now and I love hot dogs, so you get used to things. Interviewer: Sure. What was it like, when you actually got out to Michigan and you realized you were in the Arctic or some place, but then you met your husband’s family? How did that go? Well, I came to Lansing. That’s where I had to come. But his folks lived in Boyne City, so it was a week or so that we went to meet them, and it was not what I expected. 29:03 They were very nice and Ken had put on sixty pounds from the time I’d last saw him in England to over here. And I saw him in not a uniform, I’d never seen him in civilian clothes. Well, anyway, we eventually found an apartment, and I got a job and Ken was working at the Oldsmobile and then he went to school on the GI Bill in the fall, and then that’s where he got his education, from Michigan State. Interviewer: And what kind of work did he go into? He’s a…he was a microbiologist, yes. 30:00 Interviewer: And did he work for a chemical company or a university? No, he worked for the State of Michigan. And also, though, he was a pharmaceutical rep at one point because they made more money, but then the state paid better. Interviewer: What was the hardest thing about making a life for yourself here in the U.S.? �It was a big adjustment, and we didn’t have children for a long time. Well, all I could think about was going home and saving to go home. And I was lucky I went home within two years, because I got in at the Oldsmobile in the office and had a good job, and so I went home in ’48. 31:07 And I’ve been one of the lucky ones, I had 31 visits home. Ken went home. He loved England and he loved history. And our children have been and now Christopher has been and taken his boys. They’ve seen the bluebell woods and our life there. Yes, but then once…let me see, I’m trying to think…In 1968 we were all went back, we sold up and went back. Ken was offered a job and we went. However, it lasted 6, 7 months and we were back to Grand Rapids. 32:04 And his old boss, Dr. Eldering, she was a famous lady. You mean you…? Interviewer: I know who she is. Well, she invented pertussis for whooping cough. Well, she got Ken…she didn’t have anything there, but she got Ken in at Blodgett, and he had a job to come back to. But then when there was a job open at the state, he went back for them. Interviewer: Did the job in England just not work out or…? Well, he liked the job. We loved where we lived on the South coast, but we were living off our savings and we had a ten year old son who was very unhappy, crying and he couldn’t adjust. 33:01 My five year old, he didn’t care and anyway… I think Ken thought he wasn’t going to work as hard, but they had him teaching in Exeter once or twice a week. They had him on call, and little pay. But then when we came back, all the hospital workers went on strike and they doubled the wages and we went back and visited the hospital the next time we went. And when Ken was interviewed for this job, there was a gentleman from Oxford that was interviewed with him and two others, but he got the job, and he said, “Ken you should never have left. We’re �making beaucoup money now.” 34:00 But we came back and I was finally happy and satisfied and life was good. Interviewer: Now probably after I turn off the camera you will think of some other thing you remember particularly about life there during the war, but… I probably shall, yes. Interviewer: But that is how it works, so in the meantime I’ll just thank you for taking the time to tell me your story today. You’re welcome. � 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 SmithZ1342V Title A name given to the resource Smith, Zena (Interview transcript and video), 2012 Creator An entity primarily responsible for making the resource Smith, Zena Description An account of the resource Zena Smith was born in 1926 in Birmingham, England. As a teenager, she experienced the effects of war on her community. She had a job at an office after completing public school that made tanks for the North African Desert War. There were often sirens heard throughout her community to warn them about air raids. She contracted diphtheria at one point and had to stay in a hospital for eight weeks and was there when a bomb hit her hospital. She took a job with a defense plant and saw Winston Churchill and General Montgomery when they visited it. Mrs. Smith met her husband, Ken Smith, in 1944 and dated a year before marrying. Her husband worked at Packington Park and was an assistant during autopsies. After getting married and at the end of the war, she traveled on the Queen Mary to the United States. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American Other veterans & civilians--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-02-01 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/bb20b6516ba72d899ef0d8228cf84472.pdf e932c1d0357dbe37553e7e6affb4d0b7 PDF Text Text Waterfront District Master Plan Elmwood Township, Michigan January 25, 2012 I. �TABLE OF CONTENTS INTRODUCTION ......................................................................................................................................................... 1 COMMUNITY AND SITE INVESTIGATION................................................................................................... 1 Region and District ..................................................................................................................................................... 1 Marina Site ..................................................................................................................................................................... 2 Goals and Objectives .................................................................................................................................................. 3 Public Design Preferences ........................................................................................................................................ 4 ALTERNATIVES CONSIDERED ........................................................................................................................... 5 Waterfront District ...................................................................................................................................................... 5 Township Marina Site ................................................................................................................................................ 6 RECOMMENDED PLAN ........................................................................................................................................... 7 District Improvements Framework Plan.............................................................................................................. 7 Marina Master Plan..................................................................................................................................................... 8 IMPLEMENTATION STRATEGY ....................................................................................................................... 10 Key Ideas for Moving Forward .............................................................................................................................. 11 Potential Funding Sources...................................................................................................................................... 12 Specific Next Steps ................................................................................................................................................... 14 LIST OF FIGURES Figure 1: Land Use Figure 2: Access Management and Right-of-Way Improvements Figure 3: Natural Features Figure 4: Public Design Preferences #1 Figure 5: Public Design Preference #2 Figure 6: Public Design Preference #3 Figure 7: Public Design Preference #4 Figure 8: Public Design Preference #5 Figure 9: Public Design Preference #6 Figure 10: Waterfront District Plan Alternative A Figure 11: Waterfront District Plan Alternative B Figure 12: Waterfront District Plan Alternative C Figure 13: Marina Concept Alternative A Figure 14: Marina Concept Alternative B Figure 15: Marina Concept Alternative C Figure 16: Framework Plan Figure 17: Marina Improvement Preferred Plan P1 Figure 18: Marina Improvement Preferred Plan P2 Figure 19: District Improvements Framework Plan Figure 20: Marina Master Plan Figure 21: Marina Plan Suggested First Phase �WATERFRONT DISTRICT PLAN Elmwood Township, Michigan January 25, 2012 INTRODUCTION In the fall of 2011 the Elwood Township board selected JJR, a site planning and engineering firm specializing in waterfront redevelopment and community planning, to prepare a plan for the M-22 waterfront corridor through Elmwood, an area referred to as Greilickville. The planning effort had two primary objectives: • • Examine the waterfront highway corridor and develop a set of recommendations to transform the area by encouraging new development, improving pedestrian safety, and creating a more village like atmosphere for the area. Prepare a site plan for the township marina property along M-22 that illustrates improvements to boater facilities, clearer use patterns for visitors and boaters, and integration of the facilities into the adjacent park and community. The planning team hosted a number of workshops with community members and local stakeholders to solicit input into the needs and priorities for the area. Initial meetings in late September 2011 focused on developing a comprehensive list of goals and objectives for the project area, identifying the program elements that need to be included on the marina site and overall district, and gaining an understanding of community preferences as to the desired character of the area once the improvements are made. Based on the results of these workshops a series of alternative concept plans were prepared at the district-wide scale, as well for the marina site, and these planning alternatives were the subject of a second series of meetings and workshops where participants were asked to identify preferred ideas and plan elements. Based on the results of these workshops the consultant team refined the plans for the marina site and overall district into a comprehensive plan for improving the corridor. The resulting plan outlines specific improvement recommendations and provides a strategy for funding and building the vision established by the community. COMMUNITY AND SITE INVESTIGATION Region and District Elmwood Township is located on the west arm of the Grand Traverse Bay at the base of the Leelanau Peninsula. Immediately south of the Township is Traverse City, and M-22 connects the Township to the city to the south and upper Leelanau Peninsula to the north. Elmwood Township is both a year round residential community (with 4,267 residents according to the 2000 U.S. Census) and a tourism focused destination that experiences a large number of visitors to the area during the summer months. M-22 is the primary transportation thoroughfare in the Township and along the route the majority of the local commercial enterprises are located. The commercial portion of the route south of Cherry Bend Road, and the residential areas immediately surrounding it, are historical known as Greilickville, so named after Godfrey Greilick who established a saw mill in the area in the 1850’s. The population of Greilickville is 1,915 people according to the 2000 U.S. Census, or about 45 percent of the total Township population. Page 1 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 The M-22 corridor from the southern Township boundary north to Cherry Bend Road is approximately one mile in length. Land uses along this stretch of the road include small commercial enterprises developed in a suburban style of land use, independent restaurants, industrial producers of fuel, offices, non-profit organizations, private and public marinas and public open space and parks. Most of the development in the corridor is concentrated on the west side of the road, and much of the east side of the road is open to the bay. A Land Use Plan (Figure 1) was prepared to illustrate the land use patterns, and also highlights underutilized parcels of land which represent “Corridor Opportunities” which demonstrate the potential for redevelopment. The pattern of development experience along the corridor has resulted in a large number of curb cuts or entry drives into local businesses. The curb cuts, in conjunction with limited and unappealing sidewalk facilities, limited signalized intersections and high rates of travel on the road (posted speed is 45 miles per hour) has resulted in a corridor that is not particularly pedestrian friendly both for pedestrians travelling parallel to the road and for those crossing it. The rights-of-way along the road vary in width considerably along the corridor, complicating the development of consistent road design improvements. This study considered the attributes of the road and adjacent land uses and proposed a series of potential access management and right-of-way improvements (refer to Figure 2) and these ideas formed the final design and recommendations. The road corridor is crossed by a number of small streams which hydrologically connect the large wetland system west of the corridor to the bay. These streams, wetlands and contiguous wood lots are valuable environmental assets, and are illustrated on Figure 3. The streams and wetlands pose a regulatory challenge for development in the area, but their function in providing habitat and maintaining water quality of the bay cannot be overstated. Marina Site The initial investigations also included a more detailed look at the condition and function of the existing township marina, located at the northern part of the waterfront district. Some of the key observations include: • • • • • • • The boat launch is a valuable part of the marina, and it experiences peak demand in the summer months (e.g., on weekends and during the Cherry Festival) which result in traffic backing up onto M-22. Parking for boat trailers is generally adequate, except at the peak demand times. Parking for slip renters and their guests is not adequate. The adjacent township park was recently renovated and is an asset to the community and to the marina site. There is not enough area on the land side for boater activities. The existing building facilities are disjointed in character and do not have a waterfront character. Maintaining vehicular connections to the development site to the north for office users and emergency vehicles is important. Page 2 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 • The open water near the ramp is important to maintain as space for boats to wait for the ramp to be available. Goals and Objectives As part of the participatory planning process, community members were asked to assist in the preparation of the goals and objectives for the waterfront district and the project site. These goals and objectives include: A. PRESERVE VALUABLE ASSETS OF THE AREA • Water quality/stream corridors/natural resources • Discovery Center/cultural assets • Marina/boat launch/park • Deep water harbor/tall ships • Area history • Nighttime peace B. ENHANCE PUBLIC ACCESS TO THE WATER • Views of water • Connected waterfront promenade • Fishing pier at marina or park • Access along break water • Access for non-motorized boaters • Bicycle parking along water C. IMPROVE CONNECTION AND SAFETY FOR VEHICLES AND PEDESTRIANS • Pedestrian crossing of M-22 • Path along M-22 (north-south) • Link to key assets and TART Trail • Curb cut management • Intersection upgrades (signals, roundabouts) • Shared access drive D. IMPROVE THE EXPERIENCE AT THE MARINA • New harbormaster and marina day use facilities • Clear circulation into/through marina • Courtesy dock for visitor’s dinghies • Enhance picnic/use areas • Bicycle parking • Fish cleaning station • Shared parking opportunities, including off-site parking for overflow boat trailers Page 3 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 • • Improve entrance drives Provide for boat crane/haul out E. CREATE A WATERFRONT DESTINATION AND BRAND • 365-day experience • Architecture/streetscape/landscape character • Range of water/land based uses • Linked, compelling, cohesive experience • Interpretative opportunities Public Design Preferences During the public workshops a series of six graphic boards were presented (refer to Figures 4,5,6,7,8 and 9), each filled with images and sketches of other projects which the design team has been involved. Meeting participants were encouraged to express their preferences and dislikes and their input guided the development of the Waterfront District Plan and Marina Improvement Plan. Some of the key observations from this exercise include: • • • • • • • • There is particular support for improving the crossing of M-22 for pedestrians through the use of islands, special paving, lighting, and landscaping. The streetscape design for M-22 must have an “up-north” character, and not repeat design themes and ideas more appropriate to larger cities in the south. Support was noted for installing new interpretive learning displays and improved signage and banner systems. Participants liked the idea of art in the district, and preferred that such art reflect a waterfront theme. There was discussion related to how the district identifies itself - Elmwood Township or Greilickville. There appeared to be some preference for identifying the district as Elmwood Township, but not complete consensus. Participants did like the Township signage program and discussed expanding the system to cover more of the public amenities of the district. Participants advocated for public access to the water as a promenade at the marina, and more direct contact at the park. People like the existing park buildings, and indicated that new facilities should not appear too urban. Activities for families and children along the waterfront were supported, but should not include management intensive, high activity uses like interactive water features or carousels. An outdoor performance space along the water was supported, though a concern was raised about the noise levels generated by the highway. Page 4 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 • • • • Strong support was expressed for a fish cleaning station, but given the hours of fishing and the noise and odors, it was suggested that such a facility should not be too close to the boat docks. The marina building should be designed for flexible use, including use during the off-season for other community purposes, and should be two stories in height. The use of the waterfront was discussed and there is a desire to support the tall ships in the district, and support for the idea of bike rentals along the waterfront, as well as a place to display large fresh fish catches. Participants were not supportive of new buildings being developed on the east side of M-22. There is a desire to build a walk along the south breakwater (or other ways to access the water), improve the water’s edge in the marina, and maintain a more low key character in the marina site improvements. For example, the community would prefer to avoid industrial looking steel railings along the water and use a simple design, perhaps of wood. The waterfront edge should integrate better treatment of stormwater and have improved lighting, though the lighting may be low level bollards as opposed to decorative street lights. The site investigations, goals and objectives, and community preferences and ideas combined to give shape the planning and design efforts that are described in the following sections of this report. ALTERNATIVES CONSIDERED To address the issues identified in earlier parts of the study, and incorporate the program elements the community would like to have in their waterfront, the planning team prepared three alternative concept plans for the entire district (Figures 10, 11, and 12), and three alternative concept plans for the Township marina site (Figures 13, 14, and 15). While there is some compatibility between a particular district plan with a specific marina plan, the plans for district scale could be matched with any of the plans from the marina scale. Waterfront District At the district scale, each plan reflects the basic framework of the corridor (refer to Figure 16) and considers variations on the following: 1. Improving the M-22 Right-of-Way to insure traffic flow while improving non-motorized access and use. 2. Encouraging redevelopment of key parcels over the long term, with a deliberate focus on using the placement, shape, and character of buildings to create a walkable village atmosphere. 3. Developing parking strategies for shared parking to handle marina and boat launch overflow. 4. Realigning local roads and access to the marina site, in concert with improving pedestrian crossing of M-22. 5. Improving connectivity in the district, across the highway, and to the TART trail for pedestrians and bicyclists. Create loops off of non-motorized trails and greenways for interpretive and educational opportunities. Page 5 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 6. Encouraging stewardship of environmental assets. 7. Rearranging the street grid and highway design to reduce the number of curb cuts and improve access management along M-22. Alternative A: Leaves the existing road network largely intact and adds a new secondary street parallel to M22. The front door of new development could then be on the internal road network, with a high image façade remaining along M-22. The secondary street would allow for circulation within the Waterfront District with less dependence on M-22, reducing the conflicts associated with local traffic movements within the district. This secondary street could link to the Discovery Center Great Lakes parcel, and could extend further south before linking back to M-22. Alternative B: Reroutes Grandview Drive into and through the Brewery Creek development property, such that its intersection with M-22 is aligned with the entry into Greilickville Park. The focus of new development would be on the area immediately north and south of Brewery Creek, and links new development to the Discovery Center Great Lakes parcel. Alternative C: Also reroutes Grandview Drive, but aligns it to the north of Brewery Creek for a stronger link to the Township marina site. This alternative illustrates development more closely tied to M-22, with fewer internal drives that parallel the highways function. The Brewery Creek development site provides some opportunities for temporary uses of the site that could benefit the Township and existing corridor businesses while long term redevelopment plans are prepared for improved real estate market conditions. Temporary uses supported by the community include shared parking to support the Township marina and boat launch, and a multi-purpose area for Township activities such as artisan markets or winter festivals. Township Marina Site A companion set of alternatives was prepared to address specific improvements to the Township marina site. While any of the marina site alternatives could be matched up with any of the district wide alternatives, there is clear compatibility between the alternatives from each scale; for example, the district wide Alternative A lines up key intersections of M-22 and side roads with the proposed marina site entry on the marina site Alternative A. At this level of planning the marina site alternatives broadly illustrate different locations and configurations of site entries, internal roads and parking spaces, building locations and boat launch lanes. Each of the marina alternatives include a primary marina facilities building, a fish cleaning station, linkages to a fishing pier along the existing breakwater, protection and enhancement of the Brewery Creek corridor, and dock for day visitors. Distinctions between the alternatives can be described as follows: Alternative A: Enters the site at the existing location of the intersection of M-22 and Grandview Drive. Boats and trailers then move to the north toward a relocated set of boat launce lanes. The primary marina facilities building is located at the center of the site near the northernmost dock, and a separate fish cleaning station is located closer to the ramp. Page 6 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 Alternative B: Connects the marina site to Graelickville Park based on the idea of rerouting Grandview Drive through the Brewery Creek site and installing a signal at the improved intersection. The boat launch would remain in its existing location, and a new marina building would be located at the south eastern corner of the marina site. Alternative C: creates a new entry location to line up with a new Grandview Drive street alignment that parallels Brewery Creek, just immediately to its north. This entry road location allows for the separation of slip renter parking from trailer parking, and also locates the marina building at the southeast corner of the site. The Waterfront District and Township Marina site alternatives were presented in a public forum, as well as in focus group meetings, and reviews with the Michigan Department of Transportation (MDOT). The input gathered from these meetings directly influenced the further development of the plans. Two versions of a final plan (Figures 17 and 18) were prepared for review with the Township Marina Committee to solicit further input during the final planning stages. RECOMMENDED PLAN As with most design processes, the plan that results from a review of the alternatives presented includes a combination of ideas from each. The recommended plan is a result of planning and design refinement and responds to public input and discussion. The purpose of the recommended plan is to set a direction for the development of the Waterfront District corridor, and to identify key improvements to the township marina site. The Implementation section of this report outlines critical next steps to move toward construction of the recommendations, and further refinements to the plans are anticipated as additional technical review and input is received. District Improvements Framework Plan The primary goal of the District Improvements Framework Plan (Figure 19) is to create a village character along the M-22 Corridor, increase the ability for pedestrians and bicyclists to safely cross and travel along the corridor, and to enhance the business environment for private development and non-profit organizations. Specific initiatives proposed for the Waterfront District include the following: 1. M-22 Right-of-Way Improvements • Engage MDOT in the study of traffic lane configuration and signalization of key intersections. • Install landscape enhancements to beautify the corridor while maintaining an “up-north” character. • Improving district wayfinding and signage. • Implementing a corridor access management plan to reduce the number of curb cuts. Page 7 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 • Improve pedestrian walks along the corridor, and increase the number and safety of road crossings. 2. Corridor Redevelopment • Develop private-public partnerships with key stakeholders. • Identify strategies and leverage policies in support of corridor reinvestment. • Concentrate redevelopment efforts around a central core. • Modify the local road network to support redevelopment, including the realignment of Grandview Drive through the Brewery Creek development property. • Design new architecture and street improvements with a focus on creating a walkable waterfront village. 3. District Parking Strategies • Develop shared parking resources; consider purchase and use of Brewery Creek development site for parking opportunities to support district and marina. • Utilize peak season shuttle service to support marina, non-profit centers and businesses. • Locate parking to the rear of future site developments. 4. District Connectivity • Enhance non-motorized infrastructure (i.e.; the TART Trail, stream corridors, and other open spaces) to create a trail and recreation network. • Increase public access to the bay with a passive recreation trail on the east side of M-22. • Provide future links to the future fishing pier and onto the Traverse City Light and Power property. • Improve pedestrian crossings within the district, for crossings of M-22 as well as where the TART Trail crosses local roads. 5. Environmental and Cultural Assets • Embrace the natural resources of the district to create an authentic “up-north” experience. • Restore and enhance the Brewery Creek stream corridor from the TART Trail to the bay. • Utilize and interpret the district’s natural resources as education opportunities. • Respect the history of the area, integrating the story of human use of the area into the recreational and interpretive resources. Marina Master Plan The Marina Master Plan (Figure 20) balances the needs to three primary user groups- the boating community that rents slips and moorings, the boaters that utilize the boat launch ramps, and the general public (residents and visitors) that will utilize the marina site and adjacent park as a destination and activity area. The competing demands of these user groups, particularly as it relates to the needs for parking, must be evaluated Page 8 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 and assessed carefully given the limitations of the size of the marina site and the difficulty in accessing M-22, and the desire to create a welcoming, park-like environment. In 2010 the Elmwood Township Marina Committee made specific recommendations to the Elmwood Township Board as to improvements for the Township marina. These recommendations have been incorporated into the Marina Master Plan, and can be found in the program outlined below in italics. Specific design elements of the plan include: 1. Circulation and Parking • Relocate the existing site entries for boat ramp users to align with the existing Pico Lane which maximizes the length of the de-acceleration/turn lane on M-22. • Widen and improve the site exit and slip renter entry at the south end of the site. Consider staggering a future traffic light at the Greilickville Park entry to facilitate exiting the marina site. The location and configuration of both marina site entries and the exit are subject to refinement based on the recommended study of traffic along M-22. • Provide for access to Center Point parking facilities from the new boat ramp entrance. • Install a new parking lot for slip renters and guests. Manage use of the lot with access control measures such as an entry/exit gate. • Reconfigure boat trailer parking to allow, building capacity in the design geometrics for truck and trailer traffic around site. • Provide for overflow marina visitor and fish cleaning station parking within the larger boat and trailer parking lot. 2. Public Access • Create a new fishing pier and public promenade along the existing breakwater south of the marina docks. Manage fishing access to the south side of pier only to reduce conflicts between boaters renting slips and fishing activity. • Insure a strong pedestrian connection between the marina and Greilickville Park with links to the new breakwater promenade and the waterfront promenade near the docks • Renovate the pedestrian promenade along marina to include more space for walkers, better lighting and more pedestrian amenities like benches and picnic tables. • Create a pedestrian link through the parking area and boat ramp to connect to the fish cleaning station • Install sidewalks and non-motorized paths on M-22 to link the marina to the larger district. • Provide for public restrooms in the proposed marina building, separate from boater facilities. 3. Harbor Facilities • Provide a floating, hinged and movable dinghy launch ramp and shopper’s dock north of the boat ramp. Page 9 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 • • • Create a new Harbor Master’s Office on the north side of the ramp to improve the Harbor Master’s ability to manage ramp traffic. Provide for materials storage and public restrooms in the design of the Harbor Master’s office. Locate a new fish cleaning station at the north end of the boat trailer parking area so that it is reasonably close to the launch ramp activity, but separate enough to minimize traffic congestion. Provide space (and flexibility in shopper’s dock design) for seasonal haul in and out of boats along the sheet pile wall north of the boat launch. 4. Boater Facilities • Construct a new marina building in the south east corner of the site. The new building should include showers and bath facilities for boaters, a boater’s lounge, a multi-purpose community room, a second floor overlooking the bay, a small multi-purpose office, and public bathrooms as noted above. • Provide for picnic opportunities in a variety of settings-in the plaza area outside the marina building, along the pedestrian waterfront promenade, and in the open space areas adjacent to Brewery Creek. • Provide space for a dog run to allow boater’s a convenient place to water their pets. • Increase capacity of mooring locations east of the boat channel with star configurations. 5. Other site improvements • Enhance the Brewery Creek corridor improvements to improve habitat value. • Install the necessary site signage, site furnishings, and amenities to help people enjoy the marina • Install bike parking hoops for use by boaters and marina visitors • Provide space for a site dumpster area to manage site trash and recycling. IMPLEMENTATION STRATEGY For a master plan of any kind to provide a benefit to the community it must have a dedicated group of community members willing to invest the time, energy, and expertise necessary to move it from a pretty piece of paper to reality. Our experience in preparing this plan has demonstrated that residents, business people, Township staff and elected officials of Elmwood Township are ready to accept this challenge. The pages below outline a strategy for implementing the Waterfront District Plan, including the big ideas that will move the project forward, potential sources of funding, and specific short term steps that need to be taken in the coming months. Page 10 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 Key Ideas for Moving Forward 1. Motivate, Organize, and Strategize: The process of preparing a Master Plan is a great way to gather community residents and stakeholders behind a single idea or project. More difficult is maintaining this level of enthusiasm and interest after the plan is adopted. A couple of key ideas include: • Nurture supporters and advocates within Elmwood, building from the existing Marina Committee, dividing into task-based subcommittees that engage additional people. • Identify champions and leaders within the Marina Committee and Township to take ownership of key tasks and efforts. • Get agencies to understand your plans and adopt it as part of their own strategy; for instance, get the agencies involved in the TART Trail to understand your interest in creating new connections. 2. Create Excitement: Promote the Master Plan and gain local support from community groups, agencies, and organizations that have complementary goals. • Reach Out – Obtain regional buy-in from groups serving the region where the ideas from the Master Plan tie into larger efforts. • Sponsor a Local Projects Coordination Workshop to investigate how your project relates to other ongoing efforts in the area. Too often communities and organizations are pursuing the same or very similar goals through parallel efforts. • Develop Partnerships to “lock in” community, agency, and business support. • Create a “Media Blitz” and aggressively market the plan to create “buzz” about the plan. 3. Study: Most Master Plans, because of their more conceptual level of thinking, result in the need for additional technical studies to firm up key details and loose ends. The Waterfront District Master Plan is no different, and several follow-up efforts have been identified and are enumerated later on in this chapter. 4. Focus and Stick to Your Plan! The Waterfront District Master Plan identifies improvements both for the larger community along M-22 and the Township marina site itself. This creates a broad set of goals to pursue, and the situation will require some discipline to maintain sufficient focus to be successful. As part of the effort to maintain focus, it may be important to identify a key project or projects which can pursued by the community as a catalytic project to demonstrate that the community is moving forward toward achieving its larger goals. Whether or not a specific catalyst project is pursued, it will be important for the community to pick its priorities carefully with the awareness that attempting to accomplish too much all at once can be detrimental to maintaining focus and energy. 5. Find the Money, Set Timeframes: Funding sources do exist for the type of projects outlined in the Waterfront District Master Plan, but pursuing funding takes significant effort and knowledge. Page 11 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 Specific steps include: • • • • • Find a funding champion within your community who can become the lead person in obtaining the knowledge and contacts required to mount a successful campaign. Gain and understand public funding opportunities and timing. The information contained in this report is a starting point. Pursue private/non-profit funding commitments for design and implementation, even those these sources of funding may not seem like an obvious place to start. Provide Individual Giving/Donor Program for each project that moves into implementation stage. Opportunities to contribute should be identified at a full range of financial commitment levels, allowing every willing person in the community can be a part of the built project. Set an overall implementation timeline based on community priorities and funding and match availability. Potential Funding Sources The successful pursuit of project funding is both art and science, and starts with the identification of potential funding sources. The positive aspect of a project that has such broad range of long term goals is that the potential pool of sources is large. The downside is that each funding source has its own set of goals, requirements, timing, match expectations, and project size to learn and work with. The potential funding sources have several common goals they are trying to achieve as they invest in communities, and these goals are consistent with the attributes of the Waterfront District Master Plan, including: • • • • • • Creating and improving public access to the Great Lakes. Creating and improving wildlife habitats and restoring native landscapes. Providing for education and learning opportunities about our natural environment and cultural history. Building and strengthening partnerships between governmental agencies, non-profit organizations, institutions, and private entities. Enhancing community character, safety, and livability through the improvement of public road and streetscape infrastructure. Providing for non-motorized facilities such as bike lanes and paths whose use will improve the health and well being of community members. Potential funding sources for implementing the Waterfront District Master Plan include: 1. Federal and State Sources • Coastal Zone Management Grants and Waterways Program Grants; these are funding programs managed by the Michigan Department of Natural Resources and Environment (MDNRE). They typically require a 50% match, and are normally in the range of $10,000Page 12 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 $30,000. Though small in size, the grants can be very helpful in funding design and engineering studies in the design phase. • Great Lake Fisheries Trust is a non-profit organization governed by the parties to a settlement resulting from impacts to Great Lakes fisheries through the operation of the Ludington Pumped Storage Project. The Trust manages the assets generated by the settlement. The Great Lakes Fishery Trust will provide grant funds to non-profit organizations and government entities for the following purposes:  Research projects that benefit Great Lakes fishery resources,  Rehabilitation of lake trout, lake sturgeon and other Great Lakes fish species,  Protection and enhancement of Great Lakes fisheries habitat,  Public education about the Great Lakes fishery, and  Property acquisition for the above purposes or to provide access to the Great Lakes. Although a match is not required, it does show support and local commitment to the project. • The National Fish and Wildlife Foundation (NFWF) is a 501(c)(3) non-profit that preserves and restores our nation’s native wildlife species and habitats. Created by Congress in 1984, NFWF directs public conservation dollars to the most pressing environmental needs and matches those investments with private funds. The Foundation’s method is simple and effective: work with a full complement of individuals, foundations, government agencies, non-profits, and corporations to identify and fund the nation’s most intractable conservation challenges. • Boating Infrastructure Grant (BIG); a federal program administered by the U.S. Department of the Interior and the MDNRE, which focuses on building projects that increase boating and water access. Though little used by Michigan communities, this source of funding may be a good fit for the Township marina. • Michigan Natural Resources Trust Fund (MNRTF); is a reasonably broad state run program that funds land acquisition and project construction, and could be tapped into relative to creating and restoring natural habitat, as well as providing recreational resources such as the path. • Transportation Enhancement Grants; this program is federally funded and managed by the Michigan Department of Transportation (MDOT). The program typically funds transportation projects that fit outside the construction of road, such as streetscape improvements and multiuse paths. A local match of 20% is required; however, most successful grantees offer a local match of 40% to 50%. • Land and Water Conservation Fund; a program ran by the National Parks Service which supports projects that focus on preserving and enhancing riparian, floodplains, and wetland habitats. Page 13 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 • Michigan Economic Development Corporation (MEDC): This organization can be an effective partner in developing a strategic plan for the district and assisting in site development and funding. • U.S. Senator Carl Levin and U.S. Senator Debbie Stabenow: While not a specific program or source of funding, the U.S. Senators can be helpful in identifying funding sources and advocating for important projects. 2. Local Organizations • Grand Traverse Regional Community Foundation • Rotary Charities • Traverse City Light and Power • Kiwanis, Lions Clubs • Grand Traverse Area Sport Fishing Association 3. Foundations • W. K. Kellogg Foundation • Kresge Foundation • Oleson Foundation • Mott Foundation • Other private funders and foundations • Private corporation grants Specific Next Steps In the immediate term, the Waterfront District Master Plan recommends that Elmwood Township and the Marina Committee complete the following steps: 1. Approve the Master Plan for both the overall M-22 corridor district and the Township marina site. 2. Update the Township Recreation Plan as required supporting the goals of the Waterfront District Master Plan. 3. Meet with the appropriate state, county and regional agencies, including MDOT, Leelanau County Road Commission, MDNR, and TART. 4. Engage regional and local community initiatives, such as the Grand Vision, to educate them as to the project and to look for common points of interest and potential collaborations. 5. Traffic Study on M-22 Corridor to determine feasibility and the best location(s) for new traffic signals, pedestrian crossings, access management opportunities, realignment potential for Page 14 of 18 �WATERFRONT DISTRICT MASTER PLAN Elmwood Township, Michigan January 25, 2012 Grandview Drive, and the impacts these ideas may have on the proposed ingress and egress plans for the marina site. 6. Find partners for funding the Traffic Study noted above; for instance, LCRC, MDOT, and Grand Vision. 7. Inventory natural features in the corridor district, including wetlands and woodlands, to assist the Township in the consideration of relocating Grandview Drive and related site improvements suggested by the Waterfront District Master Plan. 8. Pursue and obtain ownership of land, and/or partnership agreements with land owners, to provide for increasing off-site parking for visitors, users of the boat launch, and marina patrons. 9. Restart Greilickville Commercial Corridor Task Force, and make the approval of the Waterfront District Master Plan a priority for the group. In conjunction with the Task Force, pursue funding for, and implementation of, improvements to the public right-of-way for M-22 including non-motorized trails and sidewalks, lighting, landscaping, and related streetscape and roadway improvements. 10. Consider zoning and community master plan amendments to facilitate the implementation of the Waterfront District Master Plan. This effort should include input from the Greilickville Commercial Corridor Task Force, and could be charged with confirming a set of planning goals and objectives for district development, preparing a set of design guidelines for public infrastructure and private development, introducing amendments to the zoning code and map that specifically address the goals and objectives for the area, and considering the potential for a form based zoning code for the waterfront district. 11. Identify and pursue the first phase of marina improvements, such as the Public Promenade along breakwater (with connections to the marina and park), shopper’s dock, picnic areas, and fish cleaning station (refer to Figure 21). Some of these first phase projects may require temporary changes to the existing site configuration to insure that the improvements work in the short and long term. Page 15 of 18 �Waterfront District Master Plan FIGURES �• r L ' CEDAR LAKE I r r r ~ • 0 . • • • • Cl 0 " 0 I I 0 ! E. CHERRY BEND ROAD/ CO. RD. 633 • • " rf' ii 0 TRA 0 • IL " ' 0 (ll ll ~ 0 "' • 0 • • • 0 • t 0 • 0 -- . 0 ........______ -a "' 0 ... • • 0 AU ._ 0 c, 0 b r --- E. PCIO DRIVE ti Q S. BRIAR DRIVE • 0. 0 LAN 0 • • LEE Q S. SUNSET DRIVE 0 0 0 0 ($ 0 • b ti a, • or 0 " ..... ,. -, G R A N'.,D.V.I.E...W. - .Di JlR;lliIlii.V.illE ELMWOOD TOWNSHIP MARINA 0 BREWERY CREEK PROPERTY 8 \ \ G R E I L I C K V I L L E PA R K LEELA RAIL NAU T T . C . L . P. DISCOVERY CENTER G R E AT L A K E S 0 l LEGEND L ) LAND USE TALL SHIPS FOREST OPEN FIELD COMMERCIAL M A R AT H O N INDUSTRIAL 0 RESIDENTIAL • RECREATIONAL CORRIDOR oy OPPORTUNITIES I CARTER ROAD I G . T. YA C H T C L U B A PAC H E T R O U T G R I L L E 0 N •• •• 0’ 200’ 400’ 800’ ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ELMWOOD TOWNSHIP M i c h i FIGURE 1 g a n WAT E R F R O N T D I S T R I C T P L A N Public Workshop II - Oc tober 27, 2011 L~ A' N~ D1D U S E ~ ' . ''' '~' '; ' ' ' I/\\ I ••• ' <.j ,,_/ ' �1 I 2 CEDAR LAKE 1 E. CHERRY BEND ROAD/ CO. RD. 633 LEE 3 LAN AU E. PCIO DRIVE S. BRIAR DRIVE IL S. SUNSET DRIVE TRA 4 2 ELMWOOD TOWNSHIP MARINA 3 GRANDVIEW DRIVE B R E W E RI Y CREEK PROPERTY • l.tr 4 'I ' 5 G R E I L I C K V I L L E PA R K LEELA 5 RAIL NAU T DISCOVERY CENTER G R E AT L A K E S T . C . L . P. 6 6 LEGEND 7 TALL SHIPS t EXISTING CURB CUT 0 I I ' I I ' .•-. . _. . -. . _. CURB CUT TO BE REMOVED ' EXISTING INTERSECTION I I ' INTERSECTION TO BE MODIFIED I I M A R AT H O N 7 EXISTING PEDESTRIAN X-ING f PROPOSED PEDESTRIAN X-ING RIGHT OF WAY (WIDTH FT.) 120’ 100’ 75’ 66’ CARTER ROAD 8 G . T. YA C H T C L U B ' 8 TRANSITIONAL 100 ‘ - 75’ A PAC H E T R O U T G R I L L E 0’ 200’ 400’ 800’ N ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ELMWOOD TOWNSHIP M i c h FIGURE 2 i g a n WAT E R F R O N T D I S T R I C T P L A N Public Workshop II - Oc tober 27, 2011 A C. C E S S M A Ni\~ A GI\ Ef, M E Ntr T + ~~ Rrn! O W I~ M P~) Rrn) O V E~ M E N~\~ TJ S ~ i i\ \ . ' , ,,·' ,' 11' - ' ' '' '' 1. ' -, ' ,- _} ,,, , I ,~ ' /I\ , I\ I I /' \ / ,1 ,_, ' ' •, .,_ -'' I ' I 'I ~ ,-\1/ ''' ' I ' I' I \ 11 I' VI I, 11 / I_ _/ I~/ I \~/ I I .'' . ' '\ ' ' 'Ll ' / :.J \ ! ' LJ \ .·' cJ ' /~- -'' I ,I -, ' I ,, ,, I /' 1/ 11 J \' ' ''' I i\\/j I ,, , .. ' ' '. I/\ I . \ '1 I \~/ I I \, 1----; \\I 1 I \I/ \ii '~ •, ,. '( I I '\i' I 1 /\ ,: 1\ I - L-::J " - -=i ::J -=i _, ' ' �' ,,_ I I I I ' ' LEGEND - 50 FT BUFFER Ill VEGETATED TARTTRAIL WETLANDS - FRESHWATER EMERGENT WETLAND - .FRESlrlWATER FORESTED/ SHRi:JB WETLANp D FRESHWATER POND ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• NAfURAt FEATURES FIGURE 3 �., ' .~ -U:1J>!':!Y::0(D -~i-...c--~ f --- .--·-~,_... .;.1 -~~ • ~ ..d..l - • . . . . . . . . . . . . . . . . .. . . . . . . . RO N r . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. . . II oI s r R I cr r L !LMwooo row.Ns.H,~ wAT EHf FIGURE 4 Public Workshop• October 1, 2011 . .. �............................................................ PUBLIC ELMWOOD IOWtlSH I P WATER F RO NT DISTRICT PL A N ..,. WAr'ERFR _OtfTS •FIGURE , , .5 , • · . Public Workshop • October 1, 2011 JJR • �•• DI s TR I ( T p LAN October I, 2011 JJR !lMWOO? TOW.HS.HI'. wATER FRONT FIGURE 6 Public Workshop - ,l',i;·I,~ ~ D ARIMA ,. AM~NlTTES & �~ ACTlR & FIGURE 7 IDEN'fTTY �I • ............. ........................................... . . . . . .... ' :Li!w?o~ r,ow,Ns_HI~ WATERFRONT DISTRICT Pl AN FIGURE 8 Public Workshop • October 1, 2011 JJR COltfi.t TIVITY & -· -- ACC£S~ �• !L~w~o~ row.»s.tti~ WAT ERF RO NT D IS TR IC T P LA FIGURE 9 Pub Ii c Workshop - 0 ct ob er 1. 2 0 1 1 JJ I 1.D DWAYS & CI-flCl!_ l ATll) N �CEDAR LAKE ''' '' '' '' ' ,,' _,/ ..... _,,.. ~ _,/ ~ :__ -- -------- ------ ----- --/ E. CHERR Y BEND ROAD / CO . RD . 633:' '' \ ~ <Ii ~ > ~ ' LU ;··-------•' > a: ' > ·------------------- a: C, C, >-- a: ~ V, «: :z: =:, a: V, "" V, V, '-' Q,. , ·--------------------- -- 00 BREW ~ Y CREEK P /O PERT Y SHI P A ' '' '' ' '' ' '' '' ' '' \ '' '\ '\ GREILI CKVILLE PARK \ ' \ \ ------------ T.C. L. P. ------ IT I M E I if.1\"G ALLIArh, ,,0· ' ' '' '' ' '' ''•·--- - -- - ---- - - i ,,,,,,,,, _____ ,,,,,,,,,,,,,,,,,, _____ \,. _.- -------- -,, I . p- , ''' - - - - - - - , ''' '' LEGEND CORRIDOR DEVELOPMENT BLOCK TALL SHIP S D D ' ''' '' ,'' '' '•' •' '' '' ' •• ',' ' '' '' , ,' , ,, ' 0 . G.T. YACHT CLUB DISTRICT GATEWAY WALKING RADII (5MIN. INTERVAL) ■ ■ . ·-----------· CARTER ROAD DEVELOPMENTOPPORTUNITY RIPARIAN CORRIDOR --------. MARATHON PARKING EXISTING PEDESTRIAN X-ING PROPOSED PEDESTRIAN X-ING EXISTING TRAIL PROPOSED TRAIL CONNECTION EXISTING WATERWAY + BUFFER APA CHE TROUT GRILLE ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• CONCEPT FIGURE 10 A �CEDAR LAKE ______ __ ..-- .---- ------ -------, (_ '' '' '' '' '' '' '' '' '' '' '' '' '' '' '' '' '' ', '', , ,, _,/ ..... _,,,, ~ ~ _,/ :__ --------- - ------ ----- --/ E, CHERR Y BEND ROAD / CO , RD , 633 .-;a \.1i \ ~ '11 ~ ~ > > er: er: c:, c:, I- er: 0 ~ < u V> er: :z "- => V> I~ V> ' - l,l'J ~- y GRANDVIEW DRIVE •,;;; - '1·,@ ;ilJ •l-:,.1 11 ~ 'I' •i.n df c-,, fl~~ 'll ', '- 1 - JJ ,.; If, ' - w·oo " , NSHIP IN A '' '' '' ' '' '' ' '' ' '' ' '' '' \ ' \ ------- -'' --------'"" "''' 11 !I ~ '' '\ '\ i I! ff t· GREILI CKVILLE PARK \ ' \ \ --- ---------- - T.C. L. P. ----------- -,, ''' '' ' IT I M E I if.1\"llALL I A}c, '' ''•·--- - -- - ---- - - ; -------------------------- ------ '\ :' '' '' '' '' '' ' ' ' ; ----- --- ----------------------- - ----]' '' '' '' ''----------------- -------------- .--- . LEGEND ''' ' CORRIDOR DEVELOPMENT BLOCK TALL SHIP S .' ---- ------------. ''' ,,,' ' D D ' ''' ' :-''' •• ' ' '' '' ''' '' '' •'' • '' '' ' •• '•' ' •' ' •• ·-----------·• CARTER ROAD DEVELOPMENTOPPORTUNITY RIPARIAN CORRIDOR --------. MARATHON PARKING 0 WALKING RADII (5MIN. INTERVAL) ■ ■ . . G.T. YACHT CLUB DISTRICT GATEWAY EXISTING PEDESTRIAN X-ING PROPOSED PEDESTRIAN X-ING EXISTING TRAIL PROPOSED TRAIL CONNECTION EXISTING WATERWAY + BUFFER APACHE TROUT GRILLE ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• CONCEPT FIGURE 11 B �CEDAR LAKE ''' '' '' '' ,,'' _,/ ..... _,,.. ~ _,/ ~ :__ --------- - ------ ----- --/ E. CHER RY BEN D RO AD / CO . RD. 6 3 3 : ........ , ' \ ' ' ~ > ~ > cc: ~ <ii ~ > cc: C, ,_ C, ~ cc: cc: C «: V> z: ;·-------- 0 ' ·--------- ,,,, ~ cc: cc => V> ~ V> GRAND l! IEW DRIVE p ' '' '' ' '' ' '' '' ' '' ',, ' '' '' ' '' ' H R"l"T"A"llALL I AN C~ LEGEND p CORRIDOR DEVELOPMENT BLOCK TALL SHIP S D D MARATHON ' ' '' ' '' :-'' ' '' '' ' '' '' : :' ' 0 DISTRICTGATEWAY WALKING RADII (5MIN. INTERVAL) ' '' '' ·-----------·'' ■ EXISTING PEDESTRIAN X-ING ■ PROPOSED PEDESTRIAN X-ING .. CARTER ROAD DEVELOPMENTOPPORTUNITY RIPARIAN CORRIDOR --------- ----- ---. ' ''' ' ''' ' '' PARKING . G.T. YACHT CLUB EXISTING TRAIL PROPOSED TRAIL CONNECTION EXISTING WATERWAY + BUFFER APACHE TROUT GRILLE ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• CONCEPT FIGURE 12 �---- ----- r -I II __:: ~ ....,, ~ I I -~~-1 e , . , ' /I /- ', , 1 • I i I / I 00 ,/ 'I I I ' I 1 '(_?7" (@ I \ ~ ~:::;:~~~2{#:e,..1 I I I f \' I ,t ~1 =J $i I !< f ~ \ ~(!J ~! . ,~ \ i '/:I I \ + i ~ ii Ji I i;,,- I~ "1 ' J ("\ l_, 11 -! ~ ~ li ! i~ ~ 1 j~ f li 'it 1~ ~ B- ~~ t () 9 "- ~ ~i '.2~ ~t __, L I I \ I I ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• BASE MAP FIGURE 13 �-- ··1'"-·;i ,,_!_ n~ ·t ~~ T~ 1I~ : :1~: - . ,~!~ ~ I I I /: I I I I I oo I -::qi I I, I! 00 , 7 / ' '. ~ '\.' . . j,_. ;,,,,'~\,~~ --- "\1---·~ ~ . ...:---- ~ ·i i ·!1 /; ' . -i-+-- 1~ (I\ h: ~1 j ' '" ~!1 · 1 +! ~ ,j l I \ I - 41 I I I I ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• BASE MAP FIGURE 14 �-- . ' . J1 'J jt j ;~ ')! "it 1~.i. . ..-~ . . ... ' . 6. t . - I • I I I i I ~ J . - ~'SI -~ ~i ·- . ·- ' . ' ji i~ i _, ,a ... --" ! - -;t ~ lj ~l 1., . 1 --i-lil _... I - r 'l ' 11, : ' .'' !c.1. ~~1 .I I I .:j I ' ' l r ' ~\ If!] ~ ·'i"'· - , I ' ~- ~ . I •. i"lt-""" -- ,..-. , ~9 ~ i 9. i ., . I ~- •• . \ - I II \ j • - " ;\' \ I I !). :~ \ 58"· ' $ G' I ' l ~ \ I I ..,, ~l-' a ~ ,) \ ' ~ • 1 ~ ~ ,_;, ' '" 'r Ill ~ l • I I •• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• BASE MAP FIGURE 15 �CEDAR LAKE E. CHERRY BEND ROAD/ CO. RD. 633 LEE LAN E. PCIO DRIVE IL S. BRIAR DRIVE TRA S. SUNSET DRIVE AU ELMWOOD TOWNSHIP M A R I N\ A GRANDVIEW DRIVE BREWERY CREEK PROPERTY ,, ...... ----------------------- '' '' ' ,•' G R E I L I C K V I L L E PA R K LEELA T . C . L . P. RAIL NAU T DISCOVERY CENTER G R E AT L A K E S ,,,. .. .------ ...... ,,..,,. __ , ,, ------ ,, - -- ___ ,. , , - - - - - - - - -,,_,,.__________J LEGEND D TALL SHIPS DEVELOPMENT OPPORTUNITY DEVELOPMENT RESTRICTIONS EXISTING RECREATIONAL LAND USE 0 M A R AT H O N DISTRICT GATEWAY 75’ RIGHT OF WAY WALKING RADII (5MIN. INTERVAL) -- --------------- EXISTING PEDESTRIAN X-ING -, ,,• • PROPOSED PEDESTRIAN X-ING . CARTER ROAD F U LTO N PA R K EXISTING TRAIL . G . T. YA C H T C L U B PROPOSED TRAIL CONNECTION EXISTING WATERWAY + BUFFER A PAC H E T R O U T G R I L L E N 0’ 200’ 400’ 800’ ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ELMWOOD TOWNSHIP WAT E R F R O N T D I S T R I C T P L A N FIGURE 16 Public Workshop II - Oc tober 27, 2011 M i c h i g a n FRAMEWORK PLAN ''1\"' \ I I I\/ I ' \_I '~' \, 1 1 I I I I'\ i L_I \ \/ I// I 11 I\ 11 I ,_j '~' ; ' '" '!_.I ' '~' \_J 'I, I I I\\ �_ . . - - - - - - - - - - - - NEW WALK CONNECTION TO PEDESTRIAN UNDERPASS RECONFIGURED M-22 ROAD SECTION (DESIGN TO BE DETERMINED) - - - - - - - - - - RELOCATED ACCESS INTO CENTERPOINT PROPERTIES DINGHY LAUNCH RAMP SHOPPER ' S COURTESY DOCK (6 SLIPS) ~ - - - - - - - - - - - - - RAMP TO SHOPPER'S DOCK (UNIVERSALLY ACCESSIBLE - TYP . ) ~ , - - - - - - - - - - - - - - REMOVABLE FLOATING DOCK SECTIONS (SEASONAL IN / OUT OF BOATS) Jl rc\ "'.;a.u;ii •- - - - - :.t¾- - - - - - - - - - - - - - - FISH • • ~~ .@ - I CLEANING/ MARINA STORAGE BUILDING ~---=-....,..__ _ _ _ _ _ _ _ _ _ _ _ _ EXISTING BOAT RAM PS TO REMAIN ...t.~ . - - - - - - - NEW MARINA COMPLEX I • - BOATERS FACILITIES RESTROOMS /S HOWERS - CONCESSIONS (PUBLIC) LAUNDRY - MULTIPURPOSE ROOM LOUNGE / MAP ROOM fc!c:;=--===_==,~ - - - --;:'-- - - - - HARBOR MASTER / MARINA OFFICE (SECOND FLOOR) EX I ST I NG I NFRAST RUCT URE TO REM A I N PASSENGER VEHICLE PARKING (72) - • -®~ - @ I - • -- • - • -- -- - BOAT TRAILER PARKING (92) I t --=-~-= - :;-::::~~S~=~~ 1 ~ ..._ PUB LI C PRO M ENA DE - SEATWALLS - LANDSCAPING - LIGHTING (SHIELDED) _. ~ ,{· I . ,1 _-) .... D- [ FISHING PIER & PUBLIC PROMENADE I ,I __... re - It \I - I - 10-12 ' WIDE WALK WITH RAILINGS, BENCHES "-----ACCESSIBLE CONNECTION TO FISHING PIER " - - - - - - BREWERY CREEK RESTORATION AREA I -....__ _ _ _ _ _ NEW SIDEWALKS (6') & LANDSCAPE BUFFER EACH SIDE OF M-22 PARKING EXISTING CONDITIONS - BOAT TRAILER--------------134 SPACES - PASSENGER VEHICLE-------- 82 SPACES PREFERRED PLAN - Pl - BOAT TRAILER---------------92 SPACES (-42 SPACES) - PASSENGER VEHICLE-------- 97 SPACES(+ 15 SPACES) LEGEND 0 NUMBER OF PROPOSED SPACES ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• eRE~ERRED PLAN FIGURE 17 Pl �RECONFIGURED M-22 - ~ ROAD SECTION _ . . - - - - - - - - - - - - NEW WALK CONNECTION TO PEDESTRIAN UNDERPASS (DESIGN TO BE DETERMINED) - - - - - - - - - - RELOCATED ACCESS INTO CENTERPOINT PROPERTIES DINGHY LAUNCH RAMP I SHOPPER'S COURTESY DOCK (6 SLIPS) ~ ll..,..__ _ _ _ _ _ _ _ _ _ _ _ _ RAMP TO SHOPPER'S DOCK (UNIVERSALLY ACCESSIBLE - TYP.) - - - - - - - - - - - - - REMOVABLE FLOATING DOCK SECTIONS (SEASONAL IN/OUT OF BOATS) --- ~ ;;:::,L.C= - - - - - - - - - - - - - - - - - HA RBO R MAST ER/ MA RI NA OFFI CE FISH CLEANING STATION STORAGE (MARINA) I I - ,_... (..,..a\r, - - - - - - - - - - - - - - EXISTING BOAT RAMPS TO REMAIN • 1+ -=~ ~ ---:-- - -----;;-- - - - EXISTING I I @® ® 1t e • INFRASTRUCTURE TO REMAIN PASSENGER VEHICLE PARKING (70) 32 · I • -- 38 - - - - - - - - - - N E W MARINA COMPLEX I - - BOATERS FACILITIES - HARBORMASTER/ MARINA OFFICE RESTROOMS/SHOWERS - CONCESSIONS (PUBLIC) LAUNDRY - MULTIPURPOSE ROOM LOUNGE/MAP ROOM (SECOND FLOOR) + - - - - - - - - - - - PUBLIC PROMENADE - SEATWALLS - LANDSCAPING - LIGHTING (SHIELDED) - - - FISHING PIER & PUBLIC PROMENADE - 10-12' WIDE WALK WITH RAILINGS, BENCHES "-----ACCESSIBLE CONNECTION TO FISHING PIER " - - - - - - BREWERY CREEK RESTORATION AREA lI I -....__ _ _ _ _ _ NEW SIDEWALKS (6') & LANDSCAPE BUFFER EACH SIDE OF M-22 PARKING EXISTING CONDITIONS - BOAT TRAILER--------------134 SPACES - PASSENGER VEHICLE-------- 82 SPACES PREFERRED PLAN - P2 - BOAT TRAILER---------------92 SPACES (-42 SPACES) - PASSENGER VEHICLE-------- 94 SPACES (+12 SPACES) LEGEND 0 NUMBER OF PROPOSED SPACES ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• eRE~ERRED PLAN FIGURE 18 P2 �Adopted by the Charter Township of Elmwood Board CEDAR LAKE ............... ~---.............. ,-............ ,~ ,,~ . , '' '' '' ' 'I 0P CEDAR LAKE B OAT L A U N C H 2 E. CHERRY BEND ROAD LEE '' ''' ' ''' ·-----·' LAN AU E. PCIO DRIVE S. BRIAR DRIVE IL S. SUNSET DRIVE TRA P ·---------· B W E R Y R E 1 0P GRANDVIEW DRIVE C 2 RE '' ' □ 5 ' ,•···\ ··········· EK 6 '' '' ' BREWERY '' C R E E K P R O P E R T Y ' ELMWOOD TOWNSHIP MARINA 2 4 '' I I '' P 4 I FUTURE FISHING PIER P 3 ,,11 "" 11 11 5 6 }-: P DISCOVERY CENTER G R E AT L A K E S CORRIDOR REDEVELOPMENT • DEVELOP PUBLIC-PRIVATE PARTNERSHIPS WITH KEY STAKEHOLDERS • IDENTIFY STRATEGIES AND LEVERAGE POLICIES IN SUPPORT OF CORRIDOR REINVESTMENT • CONCENTRATE REDEVELOPMENT EFFORTS AROUND A ‘CENTRAL CORE’ • MODIFY ROAD NETWORK TO SUPPORT REDEVELOPMENT - REALIGN GRANDVIEW DRIVE THROUGH BREWERY CREEK PROPERTY • DESIGN ARCHITECTURE AND STREETS FOR PEDESTRIAN AND VEHICLES J "<·. "·c,_,._ T . C . L . P. T . C . L . P. ----.•~-----':•. ·,\ i\_. ............ . M.H.A D EXISTING DEVELOPMENT P [OJ PARKING RIPARIAN CORRIDOR MASONS 0P P DISTRICT CONNECTIVITY DEVELOPMENT BLOCK 4 P • DEVELOP SHARED PARKING RESOURCES • UTILIZE PEAK-SEASON SHUTTLE/JITNEY SERVICE • LOCATE PARKING IN REAR OF FUTURE DEVELOPMENT LEGEND 4 4 DISTRICT PARKING STRATEGIES GREILICKVILLE PA R K CHILDREN’S MUSEUM L 4 3 TRAI 3 ENGAGE MDOT TO STUDY LANE RECONFIGURATION ALONG CORRIDOR LANDSCAPE ENHANCEMENTS DISTRICT WAYFINDING AND SIGNAGE CORRIDOR ACCESS MANAGEMENT PLAN PEDESTRIAN ACCESS (WALKS AND X-INGS) ......... •·"\'. ANAU 2 • • • • • 6 [] P "\\ .· LEEL DISTRICT WIDE INITIATIVES 1 M-22 RIGHT-OF-WAY IMPROVEMENTS ,, ",, DEVELOPMENT OPPORTUNITY VEGETATED/ECOLOGICAL IMPORTANCE TALL SHIPS 2 DISTRICT GATEWAY • ENHANCE UPON RECREATIONAL INFRASTRUCTURE (TART TRAIL AND EXISTING OPEN SPACES) TO CREATE A BRAIDED TRAIL NETWORK • INCREASE PUBLIC ACCESS TO THE BAY WITH PASSIVE RECREATIONAL TRAIL ALONG M-22 ROW (EAST SIDE) • PROVIDE LINKS TO FUTURE FISHING PIER AND ONTO T.C.L.P. PROPERTY • IMPROVE PEDESTRIAN CROSSINGS WITH IN DISTRICT (TART TRAIL, M-22) KIGHTS OF COLUMBUS M A R AT H O N -.' ENVIRONMENTAL EXISTING ROAD PROPOSED ROAD WALKING RADII (5MIN. INTERVAL) '' I I I • EMBRACE NATURAL RESOURCES OF DISTRICT TO CREATE AN AUTHENTIC UP-NORTH DESTINATION • RESTORE AND ENHANCE BREWERY CREEK FROM TART TRAIL TO BAY • UTILIZE AND INTERPRET THE DISTRICT’S NATURAL RESOURCES AS EDUCATIONAL OPPORTUNITIES EXISTING PEDESTRIAN X-ING PROPOSED PEDESTRIAN X-ING 1 ELMWOOD TOWNSHIP MARINA / GREILICKVILLE PARK • REDEVELOP LANDSIDE OF MARINA TO ENHANCE BOATER EXPERIENCE AND IMPROVE FACILITIES, PARKING AND PUBLIC ACCESS • CREATE LINKS TO ADJACENT PROPERTIES THAT PROMOTES PUBLIC ACCESS AND PEDESTRIAN SAFETY • INSTALL FISHING PIER ALONG EXISTING ARMOR STONE REVETMENT □ EXISTING TRAIL PROPOSED TRAIL CARTER ROAD F U LTO N PA R K G . T. YA C H T C L U B EXISTING WATERWAY AND BUFFER A PAC H E T R O U T G R I L L E N 0’ 200’ 400’ 800’ ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ELMWOOD TOWNSHIP M i c h i FIGURE 19 g a n WAT E R F R O N T D I S T R I C T P L A N District Improvements - November 22, 2011 FRAMEWORK PLAN '' "' I I'\ 11 I i ' \__I '~' L_I I I I\/ I \ \/ I// I 11 ii 11 I \, 1 1 I I ,_j '~' ; ' ' i"i \ ''~'' !....' \_J 'I, I I �Adopted by the Charter Township of Elmwood Board , , - - - - - - , - - - - - - - - NEW WALK CONNECTION TO PEDESTRIAN UNDERPASS RECONFIGURED M-22 ROAD SECTION (DESIGN TO BE DETERMINED) . - - - - - - - - - RELOCATED ACCESS INTO CENTERPOINT PROPERTIES CONFIRM GRADES PRIOR TO FINAL DESIGN DINGHY LAUNCH RAMP SPECIFIC ENTRANCE LOCATION TO BE DETERMINED PENDING RESULTS OF TRAFFIC MANAGEMENT STUDY SHOPPER'S COURTESY DOCK (6 SLIPS) PICO DRIVE ffl'.llll'illll---------------- RAMP TO SHOPPER'S DOCK ! UNIVERSALLY ACCESSIBLE - TYP.) ,• FISH CLEANING STATION ~ = - - - - - - - - - - - - - - - REMOVABLE FLOATING DOCK SECTIONS (SEASONAL IN/OUT OF BOATS) SHORT TERM PARKING FOR FISH CLEANING ~ :__ _ _ _ _ _ _ _ _ _ _ _ HARBOR MASTER/ MARINA OFFICE ~=r,,=== GRANDVIEW DRIVE PUBLIC RESTROOMS (2) STORAGE (MARINA) ' . ' 1-\:=--.. !E.:/4::::::::~ I - l I .' EX I ST I NG BO AT RAM PS TO REMA I N D-Q-E-K-\- C ~;;:::::::::~ ,--~ -~::-7 ---------t----:----;--____;._ .. I BO_AT TRAILER PARKING (79) :___________:...____ EXI STI NG I NFRA STRUCTURE TO REMA I N @ 31@ : , : , , 1 1 - - - - - - - - - - - - - ' : ' - --:---.- L '♦ : ♦ :'"", _- 3 t DOG RUN PICNIC AREA : - D-O~ 81 CNIC ARE A B ____--:::------------~t:::~=---=~--:-------;-----:-:-7 --- PUBL I C PROM ENA DE - SEATWALLS BIKE PARKING - LANDSCAPING . . . - LIGHTING (SHIELDED) NEW MARINA COMPLEX SPECIFIC ENTRANCE LOCATION TO BE DETERMINED PENDING RESULTS OF TRAFFIC MANAGEMENT STUDY • I ' I - KEYED BOATER'S FACILITIES I DUMPSTER CORRAL ACCESS CONTROL '' PICNIC AREA \ RESTROOMS/SHOWERS FLEX OFFICE SPACE LAUNDRY MULTIPURPOSE ROOM LOUNGE/MAP ROOM (SECOND FLOOR) - PUBLIC FA CILITIES . RESTROOMS NEW SIDEWALKS (6') & LANDSCAPE BUFFER EACH SIDE OF M-22 CONCESSIONS I ' - - - FISHING PIER & PUBLIC PROMENADE - - 10-12' WIDE WALK WITH RAILINGS, BENCHES \ BREWERY CREEK DR IVEJ " - - - ACCESSIBLE CONNECTION TO FISHING PIER . ' I ' - - - - - - BREWERY CREEK RESTORATION AREA I PARKING EXISTING CONDITIONS BOAT TRAILER PASSENGER VEHICLE 134 SPACES 82 SPACES PREFERRED PLAN 0 0 BOAT TRAILER PASSENGER VEHICLE 79 90 SPACES SPACES ( - 42 SPACES) 8 SPACES) (+ LEGEND © OFF-SITE PARKING* ■ BOAT TRAILER PASSENGER VEHICLE 1 2 0 SPACE 11 0 SPACES - ( + 6 8 SPACES) ( + 122 SPACES) ACCESS CONTROL PICNIC AREA ■ DUMPSTER CORRAL 0 BIKE PARKING E9 * REFER TO DISTRICT PLAN FOR POTENTIAL SHARED PARKING LOCATIONS. NUMBER OF PROPOSED SPACES N 200' 400' 800' O' ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ELMWOOD TOWNSHIP Michigan FIGURE 20 i ' I ' ' . ' . •·. I I '' PREFERRED PLAN .. I I M a r i n a M a st e r PI a n - Ja n u a r y 9 , 2 O1 2 JJ R �, , - - - - - - , - - - - - - - - NEW WALK CONNECTION TO PEDESTRIAN UNDERPASS RECONFIGURED M-22 ROAD SECTION (DESIGN TO BE DETERMINED) . - - - - - - - - - RELOCATED ACCESS INTO CENTERPOINT PROPERTIES CONFIRM GRADES PRIOR TO FINAL DESIGN DINGHY LAUNCH RAMP SPECIFIC ENTRANCE LOCATION TO BE DETERMINED PENDING RESULTS OF TRAFFIC MANAGEMENT STUDY SHOPPER'S COURTESY DOCK (6 SLIPS) PICO DRIVE ffl'.llll'illll---------------- RAMP TO SHOPPER'S DOCK ! UNIVERSALLY ACCESSIBLE - TYP.) ,• FISH CLEANING STATION ~ = - - - - - - - - - - - - - - - REMOVABLE FLOATING DOCK SECTIONS (SEASONAL IN/OUT OF BOATS) SHORT TERM PARKING FOR FISH CLEANING ~ :__ _ _ _ _ _ _ _ _ _ _ _ HARBOR MASTER/ MARINA OFFICE ~=r,,=== GRANDVIEW DRIVE PUBLIC RESTROOMS (2) STORAGE (MARINA) ' . ' 1-\:=--.. !E.:/4::::::::~ I - l I .' EX I ST I NG BO AT RAM PS TO REMA I N D-Q-E-K-\- C ~;;:::::::::~ ,--~ -~::-7 ---------t----:----;--____;._ .. I BO_AT TRAILER PARKING (79) :___________:...____ EXI STI NG I NFRA STRUCTURE TO REMA I N @ 31@ : , : , , 1 1 - - - - - - - - - - - - - ' : ' - --:---.- L '♦ : ♦ :'"", _- 3 t DOG RUN PICNIC AREA : - D-O~ 81 CNIC ARE A B ____--:::------------~t:::~=---=~--:-------;-----:-:-7 --- PUBL I C PROM ENA DE - SEATWALLS BIKE PARKING - LANDSCAPING . . . - LIGHTING (SHIELDED) NEW MARINA COMPLEX SPECIFIC ENTRANCE LOCATION TO BE DETERMINED PENDING RESULTS OF TRAFFIC MANAGEMENT STUDY • I ' I - KEYED BOATER'S FACILITIES I DUMPSTER CORRAL ACCESS CONTROL '' PICNIC AREA \ RESTROOMS/SHOWERS FLEX OFFICE SPACE LAUNDRY MULTIPURPOSE ROOM LOUNGE/MAP ROOM (SECOND FLOOR) - PUBLIC FA CILITIES . RESTROOMS NEW SIDEWALKS (6') & LANDSCAPE BUFFER EACH SIDE OF M-22 CONCESSIONS I ' - - - FISHING PIER & PUBLIC PROMENADE - - 10-12' WIDE WALK WITH RAILINGS, BENCHES \ BREWERY CREEK DR IVEJ " - - - ACCESSIBLE CONNECTION TO FISHING PIER . ' I Potential First Phase Projects ' - - - - - - BREWERY CREEK RESTORATION AREA I PARKING EXISTING CONDITIONS BOAT TRAILER PASSENGER VEHICLE 134 SPACES 82 SPACES PREFERRED PLAN 0 0 BOAT TRAILER PASSENGER VEHICLE 79 90 SPACES SPACES ( - 42 SPACES) 8 SPACES) (+ LEGEND © OFF-SITE PARKING* ■ BOAT TRAILER PASSENGER VEHICLE 1 2 0 SPACE 11 0 SPACES - ( + 6 8 SPACES) ( + 122 SPACES) ACCESS CONTROL PICNIC AREA ■ DUMPSTER CORRAL 0 BIKE PARKING E9 * REFER TO DISTRICT PLAN FOR POTENTIAL SHARED PARKING LOCATIONS. NUMBER OF PROPOSED SPACES N 200' 400' 800' O' ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ELMWOOD TOWNSHIP Michigan FIGURE 21 i ' I ' ' . ' . •·. I I '' PREFERRED PLAN .. I I M a r i n a M a st e r PI a n - Ja n u a r y 9 , 2 O1 2 JJ R � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Elmwood-Twp_Waterfront-Master-Plan_2012 Creator An entity primarily responsible for making the resource Smithgroup JJR Date A point or period of time associated with an event in the lifecycle of the resource 2012-01-25 Title A name given to the resource Waterfront District Master Plan Description An account of the resource The Waterfront District Master Plan for Elmwood Township was prepared by Smithgroup JJR and was approved on January 25,2012. Subject The topic of the resource Master plan reports Elmwood Township (Mich.) Leelanau County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/677e781488db1034339a2e556db4d925.mp4 15c7047064179627a73d25e78da9bca2 https://digitalcollections.library.gvsu.edu/files/original/4f5e88f9918338e73210a0809714a7f1.pdf 3d5296d5ea016a9e0d9feb814373f5d8 PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Veteran: Wendall Smits Interviewed by James Smither Transcribed by Grace Balog Interviewer: We are talking today with Wendall Smits of Byron Center, Michigan, and the interviewer is James Smither of the Grand Valley State University Veteran’s History Project. Okay, now start us off with some background on yourself and begin with where and when you were born. Veteran: I was born in South Holland, Illinois, right outside of Chicago, 1936. Graduated from school and high school in Lansing, Illinois, and at Illiana Christian High School. I had a good friend there who had joined the Coast Guard Reserve and pestered me and pestered me to join, and I had to get in before I was 18 to get into the program that they wanted to get, or, that he wanted me to get in at the time. So I-Interviewer: Okay-Veteran: Go ahead. Interviewer: Can we back up a little bit there. Born in 1936, what was your family doing for a living when you were a kid? Veteran: For the most part, my father, during the Korean War, worked in an aircraft engine manufacturer. It was a Ford Plant on the South Side of Chicago. And after that, he was a truck driver for the most part. And just to back up there in World War ll, he operated a machine in Harvey, Illinois that made crank shafts for engines that were produced in Muskegon, Michigan and later ended up in tanks during World War ll. (0:01:51) �Interviewer: Right. Veteran: In between, he was a truck driver back in… Interviewer: Okay, do you remember much of anything about the World War ll period or were you too young to be aware of things? Veteran: I think the only thing that I, the only two things that I remember: one, being, you know, the end of the war and how happy people were and what I heard on the radio. The other was that my dad had a bad ailment in his hearing and he was off of work for about a year. He was running what they called an upset machine to make those crank shafts, and he had to push a floor pedal and then wait for it to form a hot block of iron into a crank shaft. And because he had this ear problem and he would just drop over like a dead fate once in a while. He was off of work for over a year. I do remember that. He was glad to get back to work at the end of the war and he was glad that it was over. Interviewer: Right. Okay, what year did you finish high school? Veteran: 1954. Interviewer: Okay, now you were saying then that while you were in high school, one of your friends was after you, and so you had to actually enlist, before you turned 18? Veteran: Mhmm. Interviewer: But what was the program that he wanted you to get into? Veteran: You enlisted for 6 years at that point in time, in the reserves, with an obligation that during the 6 years, you were going to do at least a couple years of active duty. Once I was in and down the road a little bit and getting good grades and doing what I had to do to get promoted, �there was an edict finally that said if you stay in for 6 years, and you get all of your good grades and you get a progression of advancement, you won’t have to do your active duty for 2 years. Once I finished 6, I said well, maybe I’ll go another 4 and that went on and on and we got to 20 and I said well, maybe I will do 30 and that’s where I ended up, 31 years. Interviewer: Okay, so we will go back now. So if you are enlisting when you are 17, you needed your parents’ permission to do that? Veteran: I did. Interviewer: Okay, and what did your parents think of the idea? Veteran: My mother was very nervous. My dad was relatively proud of it. He was an immigrant from the Netherlands, and really loved this country. (0:04:11) Interviewer: Okay, now once you enlist, now what happens? How do they process you? Where do you go for training? Veteran: Okay, we enlisted at the Customs House in downtown Chicago, and at that point in time, we went to reserve units immediately the following Monday night. Those were done in the evenings at that time. And you didn’t go to boot camp until a year later, so I didn’t actually go to boot camp until 1955. Interviewer: Okay. Now, were you still in high school at that point? Or did you move on to something else? Veteran: I had, I had graduated the previous spring, just before I enlisted. Interviewer: Alright, and now… So what are you, in reserve, you have your evening classes and things like that but what else were you doing at that time? �Veteran: Oh, at the same time I was going to college in Harvey, Illinois. Just a community college there. While I was in at the same time, I was working in the summer. Interviewer: Okay, so during the first year when you haven’t done boot camp yet, what are you doing in the training session? Veteran: A couple of things, I think, that were important maybe. Lots of firearms training and lots of classroom instruction on rescue and search activities. And that was kind of the beginning of the career, that’s the direction it was going in. Interviewer: Now were these classes for new recruits or were these things that all of the reserves and all the men in the unit went to? Veteran: The majority of the time was spent by all the people in the unit, just over and over and over. Interviewer: So you had Monday nights, did you have any weekends that you did training or just those? Veteran: Just the Monday nights at that time. It was probably 3 or 4 years before we began to do weekends instead of Monday nights. And that was good, I always thought, because we’d have to make 3, or 4, or 5 trips down to downtown Chicago from where I lived as opposed to one weekend. And the other thing that I thought was good about it was that you actually became a part time employee at a regular Coast Guard base, and much more productive and much better learning experience than just classes in a classroom. (0:06:40) Interviewer: Okay, so what were you, so is this part time thing, how did that work? When were you there and what did you do? �Veteran: For the most part, we went to local Coast Guard stations in Chicago. At that time, there was one in Navy Pier, right on the end of Navy Pier, there was one in Calumet Harbor, there was one in Jackson Harbor, and we’d spend the weekend right at that Coast Guard station doing exactly what those regular Coast Guard people were doing. Interviewer: Okay, so can I go back here, your first year you say, and then you do boot camp then in 1955? Veteran: Mhmm. Interviewer: Okay, where is the boot camp? Veteran: Over in Cape May, New Jersey. Probably one of the most humid places in the United States, other than Jacksonville, Florida. Interviewer: Alright, and what did boot camp consist of? Veteran: Again, lots of firearms training, lots of swimming and life-saving instruction, and lots of time spent in the classroom, and lots and lots of time marching out on the parade ground. Interviewer: Okay. How much emphasis was there on discipline and spit and polish stuff? Veteran: Lots of emphasis, I guess. Everybody was required to go to chow in the morning in their white uniform, and when you finished chow, you came back and you changed into your dungarees and before you went to chow at noon, you did the same thing, and after chow, you did the same thing in the evening as well. Lights were out at 10 o’clock, and the rabble rouse was at 5 o’clock in the morning and you better have your shoes shined every night and wherever you went, you marched and a couple of petty officers and one chief petty officer ran the show. And �the chief petty officer slept in the barracks as we did, so everybody knew to be up before revelry, because otherwise he was at your bedside, waking you up. (0:08:38) Interviewer: Okay. And how intense was the physical training? Veteran: For a guy who, you know, had just finished high school, and was going to college, probably a little soft, I learned what my mother had done for me real quickly. Wash your own clothes with ice cold water and ivory soap and rinse them in ice cold water. Beat off the mosquitoes in the middle of the night as you stood watch and so forth. So yeah, you learned a lot in a big hurry. Interviewer: Okay. Now the guys who were in there with you, did you learn anything about them? Where they were from? What kind of backgrounds did they have? Veteran: Yeah there, there were two guys who went to boot camp with me from my unit in Chicago, and then the majority of the rest of the people in the boot camp were from the eastern half of the United States, or I should say east of the Mississippi. Most of those who enlisted west of the Mississippi went to Alameda, California for boot camp. So yeah, we got, I met people from New York and New Orleans and Jacksonville, Florida, and all over the eastern half of the U.S. Interviewer: Okay. Were they pretty much all white at this point? Or did you have some race in there--Veteran: We had some black, black folks, we had some Hispanic folks, but for the most part, were white at that time, yeah. (0:10:01) Interviewer: Alright. And how long did the boot camp last? �Veteran: Our boot camp lasted two weeks. Interviewer: Okay. Veteran: We were at--we were there for 15 days, and when we arrived, we left on an airplane from Chicago and went to Philadelphia, and we were going to ride the train from Philadelphia to boot camp. They left us at the train station there for 8 hours with nothing to eat, that was all part of the routine I guess. And then when we got to Cape May, we rode from the train station in an old school bus and we had about 80 people in that school bus and you know that no school buses is equipped to hold 80 people. So we were all kind of—it was in the middle of August, it was 90some degrees when we arrived there. So this was all part of the game. We had the first meal late in the evening on Sunday, around 9:30, and it was baked beans and bread. And the chief said you better eat it all, just go back up there and get more. If you don’t, you’ll eat it tomorrow morning. And we thought he was kidding. The next morning, we got up and they had put it in trays, about maybe an inch and a half to two inches thick, and had put it in the refrigerator. They cut it and they served it like brownies, so we made sure we ate it the following morning. Interviewer: Alright, and then you talked about weapons training. Was this just small arms? Veteran: Yes, rifles and pistols. Interviewer: Okay. Alright, so they’re not the anti-aircraft guns or the big machine guns, or things like that? Veteran: No, no. Interviewer: Okay, and this is all on land that you are doing this or do they— �Veteran: Yes, it was all on land at Cape May. Interviewer: Okay, and then having completed that, now did you just go back to your units and— Veteran: We went back at that time, you know, to our regular Monday night unit. And after that, we had active duty every year for at least two weeks, except for two years when I was in, near the end of the time I was in, Coast Guard Reserve was really hurting for money so they asked a lot of people to take waivers, involuntary waivers, for training, which I did. And then the last year of the 31 I was in the inactive reserve, which meant again I could be called up but I didn’t attend any meetings. Otherwise, I went every year for two weeks. (0:12:26) Interviewer: Okay, I got to go back here to the beginning. So initially, you were assigned to the Coast Guard in Chicago? Veteran: Mhmm. Interviewer: Alright, and what, how long did you serve with them that time? Veteran: Approximately two years there. Interviewer: Okay. Veteran: And then they commissioned the unit in Gary, Indiana. And I chose to go there, we could make a choice. Having lived in Lansing, Illinois, it was easier for me really to get to Gary than it was to get to downtown Chicago. Interviewer: Okay. Veteran: So they broke that unit just about in half when they started the unit in Gary. And that would have been about 1956, -57, somewhere around there. �Interviewer: Okay, now when you’re with your—you were with a unit in Chicago, what was your job or your assignment? Veteran: My assignment then was--I was leaning towards engineman training and you know, working down in the engine room in the machinery spaces, so we had a number of classes, as I was saying before, in small arms training, and so actual, actual small arms training was at the armory there and we could actually fire right there in the building. But the other half was leaning towards engineering experience, learning diesel engines and all that sort of stuff. And while I was—after I finished the junior college, then I went to work for an organization that was making diesel engines. So that kind of worked together between the two, what I did at work, working in an engine test lab, and what I was doing in the reserves and that kind of got me into the engineering phase. (0:14:00) Interviewer: Okay, and then when you go to Gary, are you now focusing on the engineering part? Veteran: Yes. Interviewer: Okay. Alright, and how long did you stay with the unit in Gary? Veteran: 21 years. Interviewer: Okay. Let’s kind of take us through some of the different things that you did with them. Did you stay with engineering or did you change what your assignment was after a while? Veteran: No. I went to Gary as what they call a fireman, would have been an E3, and left there as a lieutenant when I moved to Cleveland. But in between, I became a chief engineman, I was an �E7, there was no E8 and E9 at that time. And then there was an opening in the Coast Guard for about 10 warrant officers in the engineering group. And I don’t know, there were a couple hundred people who took the test, and I was lucky enough to pass the test. And then went on a Coast Guard cutter, Bramble, and got my—no, that was on the Coast Guard cutter Woodbine, out of Grand Haven, and I was able to become a warrant officer. I did that for two years. And then again they were looking for some people as line officers, even though you hadn’t completed college, which I hadn’t. And again, it was a process of taking a test, and I was promoted to a Lieutenant Junior Grade. We skipped Ensign because of our age. Interviewer: Okay, so how common—I mean, you seemed to have moved pretty well through the ranks here in this career. Was that normal for a reservist or were you a little unusual? Veteran: There were some people who stuck with the reserve as I did, if that’s the way to say it, and then there were others who enlisted for 4 years and moved on and said I’ve had enough of this, I am done, and they moved on. But for those folks who stuck with it, and as I was saying before, if they did what they had to do to get promoted, there was kind of an unwritten timeframe: you know you go from E3 to E4 to E5 to E6 and on up the line. And if you became stagnant in a particular level, the top officers were looking for you and saying hey, either move on up or get out. However, all of those promotions, all the way from E1 to E7, were all on a written test. And not all of the services have that, most of the tests were about 150 questions, very specific to your particular rank as an engineman and so forth. (0:16:49) Interviewer: Okay, so you had to do well enough on the test as you were going through, so there’s a kind of weed out process going on, it’s not just whether you, you don’t get it just for showing up? �Veteran: No, absolutely not. Interviewer: You have to earn that. Alright, now in the—you’re in the Coast Guard a long time, and a variety of different incidents happen or come up along the way. One of them, you had—so you initially, it’s the Cold War, and there were different things that would flare up in different parts of the world, then eventually Vietnam happens, and so forth. And then, in the latter part of your service, Ronald Reagan becomes president and incidents happen then too. So, you probably have kind of an up and down period of sometimes when things might happen and other times they seem quiet. Veteran: Yes. Interviewer: Now to go back, kind of the early stages of your service, what kind of stands out for you, like in the period when you were an enlisted man: training assignments or any active duty work or anything else like that? What particular things stand out? (0:18:02) Veteran: Okay, in the early part after moving to Gary, there was a normal progression there in the enlisted ranks up. And as it was for me as a chief engineman, once I became E6, which would be 1st class petty officer, and E7, I was responsible for the training of other enginemen in our unit. And then after we, after I had the promotion to warrant officer, which was also an engineering rank, but now as an engineering warrant officer, you’re responsible for boilers and all of the other things that were on ships at that time. I was responsible for some training at the unit and also responsible for some training at lifeboat stations. Younger enginemen who were just learning the trade so to speak, what to do in a 40-foot boat when the engine quit running and so forth. So, I enjoyed the time away from the unit as much as I did the time at the unit. �Interviewer: Okay. And then, where would you go for like your, you had these two week training assignments in the summers or whatever? Veteran: Yes. Interviewer: What places did you go for those? Veteran: I think, well I went to, 12 or 13 times, to Yorktown, Virginia. And Yorktown was a reserve base, and at that time it was only reserves, and most of that was for school and advanced school, and other school, there was engineman school there, there was water pollution school, explosive loading school. Leadership school, I was at there twice as an enlisted man, once as an officer. And I really enjoyed going back every other year almost, to school. In between we went to operating bases. I was at Great Lakes, Illinois a couple of times, Jacksonville, Florida. I was in New York at the capital at the port twice, once when it was on Governor’s Island, and once when it was in Manhattan, right near the battery park there. I was in Concord, California at explosive loading school. That was during the time when we were bombing Cambodia, and we were loading ships with 500 pound bombs that were all the way stacked in the hold and about 12 high on the deck. And they would run the ships out through the river, and out past San Francisco but they would stop in San Francisco to load provisions. And just before I got there, one of those loaded freighters had hit the pier in San Francisco and put a 12-foot gash in the bow. So while I was there, they started loading provisions way back at Concord, and they ran them right straight out of the river, so. But that was a busy time. We worked about 18 hours a day, loading ships with bombs at that time. (0:21:04) Interviewer: Okay. Now you’re, you’re in a long time and you are in kind of through—I guess before we get to sort of the Vietnam era, you get—there’s some Cold War crises that �happen. I mean there actually have been trouble in Lebanon in the late 50s which wasn’t directly Cold War, but that was one thing that put some units in some places on alert, but then you’ve got things like the Berlin Wall crisis and the Bay of Pigs and the Cuban Missile crisis. Did any of those things have ripple effects that made it to your Coast Guard unit? Veteran: I think only at that time, any of those things that you just mentioned, only that we were living under a little more rigid alert. Reminded again that, you know, that we had orders in our pocket that if anybody was called up, they were expected to be at their location, at their base within 24 hours. Most of the time, I carried orders in my pocket to be in Juneau, Alaska within 24 hours after I got a phone call. (0:22:07) Interviewer: Alright. Had you ever been to Juneau, Alaska? Veteran: Yes, I had. Interviewer: Okay, so what was up there? Veteran: I was just there once on a cruise, so I don’t know. Interviewer: Okay, you hadn’t gone there and you hadn’t seen the base or anything like that? Veteran: No, no it would have been brand new for me to, you know, to go to the base. I had been in Juneau, but not at the base there. Interviewer: Okay. And then when Kennedy is assassinated in 63, did that, was that, did that just kind of work the same way? Veteran: Yeah, it worked the same way. We just would be on a regular high alert, if that’s the way to say it. It often reminds me when I hear about the people in homeland security today being �on a high alert. There’s various different levels of alert. It was much the same in the reserves at that time. Interviewer: Okay. Now in 65, the Vietnam war becomes a ground war and we begin drafting large numbers of people and there had been a draft in place taking some people but then that accelerated quite a bit in the next several years. And you had a lot of people trying to enlist in something other than the army, or get into reserve units, or do different things to kind of avoid Vietnam. Did you notice any of the effects of that in terms of what kinds of men were coming into your units? Did you have people who seemed to be trying to avoid Vietnam or did they just seem like the guys you always got? Veteran: There was no question there was some people there to avoid Vietnam, and there were some people who were there because they were proud to be Americans. That created a bit of a conflict in some units. A number of these people were very outspoken about they were only there to put in their time so they didn’t have to go to Vietnam, I only enlisted, for example they would say to me, I only enlisted so that I don’t have to go over there, and yet I know you have to train me so let’s do the best you can but I am not really going to do anything. And we had two brothers, twins, in our unit in Gary, and we knew we were going to have an inspection. And at that time, they wore the old Navy uniform: it was exactly the same as the Navy uniform so you had your rating badge on your left sleeve. And they had taken their rating badge off of their sleeve and had obtained, I don’t know where, but had obtained a badge that looked like it belonged on their sleeve and it had the peace symbol, if you know what that looks like. And we had an inspection from the district office, and I can tell you that the commanding officer from the district office, I thought he was going to kill these two kids when he walked by them. He just �walked over to their uniform just literally ripped it off of their sleeve. And, but they did their 4 years and they were gone. That’s all they really cared, you know. (0:24:52) Interviewer: Now did you have people who were sort of actively interested in actually doing kind of home front, Coast Guard things, I mean just the rescue stuff and that sort of—did you have people who actually wanted to go and do those things or would those people go active duty instead? Veteran: We had a lot of folks who were very anxious to learn lifesaving duties and so forth you know, especially when we started that augmentation of the regular reserve units. They were very anxious to be boat coxswains and to be enginemen on board the small boats, really enjoyed it. I did too. When I did some active duty in Chicago, a couple times there at the Coast Guard stations, we went out on search and rescues any old time of the day or night. The whistle would go off, we ran down to the boat after we put our clothes on and usually we slept with our clothes on, even in the middle of the summer, run down to the boat and be gone within a few minutes, much like airline pilots do today, and so forth. Interviewer: Okay. And then, while you are doing that kind of work with the boats and so forth, are there particular events or things that kind of stand out in your memory? (0:26:03) Veteran: Only two times, I guess, both of which were recoveries of bodies. It was in Lake Michigan and that’s a tough job for some people. It’s a smelly job. And we had one incident in Chicago where a guy had gone overboard off of a ship in November and his body was floating in April. So I won’t get any deeper than that but you can imagine what it was like. Everybody had to bury their clothes after we got back to the base, because of the odor. You can’t get it out of �your clothes, so. His body came apart in pieces when we picked him up, so. But, we had a lot of rescues. Interviewer: Okay. Veteran: The beaches in Chicago are always busy this time of the year. And people get out just like they do here on Lake Michigan, and don’t watch the red flag, or ignore it, or want to say I guess I’m better, I don’t have to notice that it’s there, and they go out, you know, and go swimming. But we had a lot of rescues there. There’s a strong undertow in Chicago, even stronger than it is here. I don’t know if that’s, you know, because of the way the lake moves or what it is, but a lot of people were pulled under by the undertow there. Interviewer: Okay, and you have people close enough to be able to actually help or— Veteran: Yeah, when I, at that time, at least in Calumet Park, and they did also at Navy Pier, they had a large tower. It went up probably I guess three and a half or four stories high and we could watch the entire beach. And for weekends in particular, and that’s when we were there for training, weekends in particular at that time, the Coast Guard boats would patrol back and forth and north and south and back again on the beach, and watch for swimmers so we had an active presence, and it didn’t take us but a couple minutes to get to somebody if they were in trouble. Interviewer: Okay, because yeah it has to be pretty quick if they’re going under… Veteran: It has to be if they’re going under. (0:28:18) Interviewer: Alright. Now did you have to kind of go out in bad weather conditions? The famous Coast Guard stuff was often the little boat in the giant waves kind of thing. �Veteran: Yeah, I guess the—we were out in some small boats at that time. They were 40-footers. Most of that wasn’t bad, but I remember when we went across on the Bramble, when I was there for warrant officer evaluation, went on there and we left in November. There was a buoy that had come loose in Chicago and the Bramble was responsible for the entire bottom of the lake, all the way up to and including Chicago, and the buoy had come loose in Chicago. We left from Grand Haven and it’s hard for some people to believe, but when we left the river there, the water was splashing on the glass in the lighthouse there. And we know of, I know of one chief electrician who was not sick, and we don’t know about the captain because he never came out of his cabin. The other 40 guys were sick. And when I got to Chicago and got off, my legs were like rubber, and it was that way for a couple days. Now people talk about being seasick in the ocean, but there is a difference on the lake. It comes up in just a couple of minutes and it was—it took us about nine and a half hours from Grand Haven to Chicago and that’s not even 40 miles across the lake so, it was a rough trip. Interviewer: Okay, did you manage to fix the buoy? Veteran: Yeah, we did fix the buoy. We had another buoy with us and we placed that one in the right position and we picked up the broken one and towed it into Chicago, so. (0:30:06) Interviewer: Alright, and you also mentioned that at one point, when you were in Lake Michigan, there was a massive oil spill in Chicago? Veteran: Yes. I don’t remember exactly what year that was but it started early in the morning on the 4th of July and there was an oil tankard that had come into Calumet Harbor there, or at the east Chicago Indiana harbor where the refineries are there, and it was a Polish vessel. He was upset with something that had happened and he purposely pumped the bilges into Lake �Michigan. And that was during the Cold War period yet, and gobs of oil as big as your fist began to roll up on the beach on the 4th of July as the sun rose. And you can imagine millions of people that wanted to go to the beach…and so we were called up for three days. And I was awake on the boat for probably between 36 and 48 hours. Most of us guys were out on the boat. We messed up a screw on one of the boats so I had to go underneath the water and change the screw. It’s a tough job even when you’re above water. So you go down for maybe three, four minutes with a mask and all of the gear that you need you know, but it was really difficult to work underneath the water and I don’t take any credit for any of that any more than anybody else that was on the boat. Everybody had a tough job. Interviewer: Alright. Were you still an enlisted man at that point? During that-Veteran: Yes, I was. Interviewer: So yeah, you’re the engine guy, okay you go down and do— Veteran: You go down and do this, that’s right. Interviewer: Had you been trained to do that sort of work? Veteran: I had been trained to change those screws, but not to do it underwater. That was a whole new experience. And you had to learn pretty quick that, you know, you can only be down for so long and your arms were fatigued and you had to come up for some air. (0:32:01) Interviewer: So you had an oxygen tank but you, was it still just physically moving underwater? Veteran: Underwater was tough, all the resistance from the water itself, you know, yeah. Trying to operate wrenches and screwdrivers and so forth underwater. I dropped the screwdriver, �dropped the wrench a couple of times, it was gone. Had to get another one from the boat, and so forth. Interviewer: Alright. Now when you make the shift from enlisted to warrant officer, I guess first of all, not everyone is going to know what a warrant officer is, it’s kind of a peculiar rank, so can you explain what that was? Veteran: Yeah, a warrant officer in a naval service, whether it be U.S. Navy or the Coast Guard, is a specialist in his own right. If I look once in a while at people, in the Army for example, a lot of helicopter pilots are warrant officers. But in the naval service, you’re considered a specialist in a particular field. Mine was engineering. The other people who are, you know, operate up on a bridge, or whatever it happens to be. And I guess I looked, once that opening was there to be a warrant officer, I said this is a chance to expand what I am doing. I was a chief engineman and that was a lot of fun and there was a little prestige involved there. You could go to chief club, you couldn’t do that before, and so forth. But this was a chance to do something more than I did as a chief. So an engine—on the Bramble, for example, and the Woodbine that was here in Grand Haven, the Bramble was out of Detroit, a warrant officer was the head of the engineering department on that ship. So it was a chance to do something more. Interviewer: Okay. What differentiates a warrant officer from a line officer? Veteran: A line officer, usually, expected to be more general in nature, as opposed to a warrant officer being a specialist. That’s about the best way I can describe it, I guess. (0:34:09) Interviewer: And so it’s a separate category in between conventional officer—a warrant officer is kind of in between that and the enlisted? �Veteran: Yeah it’s a peculiar situation in the Navy. When you’re a chief, at that time E7 was the highest, when you’re a chief, you are welcome in the chief’s club and there’s an aura about being a chief that he’s the guy who knows. If you’re a young officer, you go to the chief to learn what’s going on. And then you become a warrant officer, you’re no longer welcome in the chief’s club, you’re kind of looked down upon in the officer’s club, and I had some strange experiences as a warrant officer. Just a little harassment. You know, the kind of thing that kids might do in college to freshmen and so forth. Went to the officer’s club one day and it was in the summertime and people were dressed either in khakis or in whites but you, it was all white from head to toe, or all khaki from head to toe, and one of the line officers who was in there recognized me as being a new warrant officer. And he arranged to have my white cap stolen from the rack and brought my khaki one there, so I had to go back to the barracks with a white uniform and a khaki hat so that kind of thing, but we got passed it. We had a lot of fun. Interviewer: How long did you stay at warrant officer rank? Veteran: Two years. Interviewer: Okay. Veteran: Approximately two years. Interviewer: Alright, but you decided it would be a good thing to do to move up to the next level? Veteran: Yeah, I did. Again, as a chance to do something more. And that opened the door for me in three different units where I was a training officer, and I was able to actually operate the entire training program in the unit and schedule all the people in the unit for their annual active duty. So it was a chance to make sure that people were going to active duty that was intentional for �their rank. And by that I mean if a guy wanted to be an engineman, he went to engineman school or a related school, leadership school, or you know, that sort of thing. So you ran the entire training program of the unit. The unit in Gary had, at one time, had well over a hundred men, so it was a pretty responsible job to make sure that all these people got the proper training all the time to move up, especially those who wanted to move up, if that’s the way to say it. (0:36:54) Interviewer: Okay. Now aside from Gary, I mean where else did you serve as an officer? Veteran: After Gary, I went to Cleveland, Ohio. I had moved on a civilian job and was in a unit there for about a year, in an engineering unit, which was really foreign to me. I say engineering, it was the kind of engineering that goes along with inspections of vessels before they are commissioned, all the drawings and the building of a vessel. That was completely foreign to me. I had no training in that and requested early on that I be moved to a port security unit there in Cleveland. And then I took a job in Owosso, Michigan here, and had to leave Cleveland so the only opening at that point in time was in Chicago again. So I was living in Ada here at that time, and drove one weekend a month to Chicago to do my active duty on the weekend. And then there was a unit in Grand Rapids, at that time, and it was in the Naval Armory on the north side, in Monroe, and I made application to move to that unit. And it was okayed. And a month before I was to move to that unit, the unit moved to Muskegon. So I had to drive from here to Muskegon for some time in the last year that I was in. But again, it was a chance for an advancement. I became an executive officer there. I was responsible for the operations of the unit. (0:38:30) Interviewer: Alright. Now, you had mentioned, before the interview, that you had sort of one kind of other crisis situation or almost crisis situation that you had gotten into, and that was toward the end of your service. When Reagan was president— �Veteran: Yes. When Reagan was president, and they had the prisoners in Lebanon, or the hostages in Lebanon, and they were concerned about getting them out, we were called up at the unit. In fact, I was at work that day and I got a call 1:30, 2 o’clock in the afternoon to be in Chicago the following morning at Great Lakes. And we went to Great Lakes and they herded our entire unit, and a couple of other units, we had probably well over 300 hundred people there. When we left, we were told to make sure our insurance was up to date, our will was up to date, because we were going to the Middle East. When we got there, they pulled the black shades. And we had a couple days of instruction and towards the end of the second day they told us that they’d be issuing khaki uniforms for us, and that was unheard of in the Coast Guard, any camouflage. Interviewer: And so not khaki uniforms but camouflage uniforms? Veteran: But a camouflage uniform, yeah. And that was unheard of at that point in time, you know, we wore blue dungarees and whatever. And one of the guys in the crew asked the commanding officer why are we wearing these? And he said, well, you are going to the desert. And this kid said but we weren’t trained for the desert, we were trained for water. And he said well, you will only be there a few days. And he said, and the kid said, are we going there before the Marines get there and we’re cannon fodder? And the commanding officer said, yeah, that’s probably a good way to describe it. A couple hours later, they told us we could pack up our gear and go home without ever telling us why, what happened, but there must have been something going on behind the scenes that they decided they no longer needed the Coast Guard or anybody like us over there, so. (0:40:38) Interviewer: Okay. Now, during the Vietnam era, did the Coast Guard take any sort of heat from the anti-war movement? Or did people not associate you with Vietnam? �Veteran: I never was privy to see any demonstrations or anything at our unit. It didn’t happen at the unit or any place that I was ever at. We had some people in the unit that I mentioned before that were not so happy to be there but…No, I really never saw any demonstrations. Interviewer: Okay. Now if you were just out in public wearing a uniform, you didn’t get— it didn’t get a negative reaction anywhere? Veteran: No. No, because most of those reserve units that we were in, we ate off site. We ate our lunch off site, we would go to a restaurant. It would be 120, 130 guys eating in a restaurant all with our uniforms on. Nobody ever bothered us. Interviewer: They might not bother 120 or 130 guys all at once, either. Veteran: No, that’s probably true. That’s probably true. Interviewer: That part at least you didn’t necessarily observe. Alright, now the port security thing, was that something that you only went to once you were in Cleveland or had you done that kind of work earlier? Veteran: I had done that when we started in Chicago. The emphasis was more on rescue and search, and that lasted about 2, 3 years. And then there began to morph into, you know, what are we going to do with the port in Chicago? You know people think, well, the port in Chicago, what’s that? Well it’s not much and it wasn’t much at that time, but we began to see some activities already that were a little disconcerting. And, what do we do with these people on the pier who are half drunk and laying around and do we observe some people on the pier who appear to be drunk but they’re not and they are just acting like they are, and that sort of stuff. So we began, the captain of the port in Chicago, began very actively to train port security people on what to do in a port and on the facilities. And that just grew, and all the time, almost all the time �that I spent in Gary, I was involved in port security and that continued in Cleveland and the other units, except for that one year in Cleveland when I was in the engineering unit. (0:42:53) Interviewer: Okay. And then, so the port security, was that mostly just dealing with ordinary people wandering around or did you have to deal with criminal activity, or other things like that? Veteran: Yeah, we dealt with a lot of criminal activity, particularly in New York when I was there a couple of times and New Orleans as well. When I was in New Orleans, we had one night that the training officer in New Orleans—my object when I got to New Orleans was to become completely certified as a port safety officer. And the training officer there went on leave without me knowing it, and I was supposed to work with him the entire two weeks. I got a knock on my door about 3 o’clock in the morning that said get up, we’re going up to Baton Rouge. And I said, what happened? I got dressed, I said what happened. There was an enlisted man there. And that was, as I, you know, mentioned before, you asked the enlisted man what’s going on if you’re the officer to make sure and you’re new on the place. He said well there’s a Russian vessel that left from Cuba three days early. He was supposed to stop in New Orleans and let lots of people aboard, like the state department and the agriculture department and whatever, he was going to load grain. And he roared right through New Orleans and didn’t stop. So he said we’re going up there. So we went up there and it was early, just about dawn, when we got to Baton Rouge. And to make a long story short, eventually the captain and the entire crew of that Russian vessel was detained, he would not allow them off the ship. And the state department was there, the agriculture department and the FBI and I don’t know who all, including us. So it was a very new experience for me. Very tense aboard that ship when the captain was told that he was not allowed to go ashore. He wanted people to go to a doctor, and on his crew manifest, he had two doctors. �He wanted people to go to a dentist and he had a dentist on the crew manifest, all of which were bogus, you know. He had a crew list of more than twice the number of people that was required to run that ship. So you know what was going on, we all know what was going on at that point in time. And he loaded grain eventually in Baton Rouge, and he was escorted with Coast Guard vessels in front and behind, all the way to 90 miles into the gulf. So it was a rough night and a rough day…but a lot of fun. (0:45:44) Interviewer: Okay. Now if you’re in a place like New York or New Orleans, do you have to worry about smuggling activities or organized crime activities? Veteran: Yeah, a lot of the work in New York was on the piers. At that time, the old wood piers. We were concerned a whole lot with activities of the longshore men, and I don’t mean to knock the longshore men, it’s their job. But the old story on the longshore men in New York was the first ten percent that comes off the ship belongs to the longshore men. And no smoking on the pier. We were on one pier in New York when I was there the second time where we caught a guy smoking and he was reported immediately to the supervisor. And when it happens twice, that’s grounds for dismissal: you lose your job. And we told him about it. There were three of us guys. We told him that he had one warning, and if there was another, he was gone. We went aboard the ship to inspect the ship. At that point in time, a lot of those inspections were for radioactive material and so forth aboard the ship and we had all of the instruments necessary to do that. Checked all the papers with the officers on the ship and so forth. We came back off and this guy was smoking again. And the guy who was with me, he said to him I am going to your supervisor, and you just lost your job. And as we walked towards the supervisor’s office, I heard a scream by the guy who was on my right, and this guy who had just been caught smoking for the second time took what they call a bale hook, kind of a round hook that they would hook nets to pull �things off the ship, and he put it right through his back and it came out of his chest. And luckily we got him to the hospital before he bled to death or anything, but those are the kind of people that worked on the piers sometimes in New York so. (0:47:48) Interviewer: Okay, so presumably he lost his job at that point… Veteran: Yeah, he did lose his job and went to prison, I understand, for some years besides, which… So it, you know, wasn’t combat but it was—it could be very dangerous. It could be very dangerous. Interviewer: I mean did you encounter any kind of drug smuggling issues or things like that? Veteran: No, I don’t think that at that point in time the Coast Guard was much involved in it. At least not that I knew of…Like they are today. It’s a big part of their job today. Interviewer: But as far as the port security, it was not necessarily that kind of detective work so much it was— Veteran: No, it was kind of a--almost a law enforcement activity at that point in time. Here’s what we are looking for, if we find it, here’s what the punishment is or you know what’s going to happen to you folks that are involved in it. (0:48:41) Interviewer: Okay, now you mentioned the looking for radioactive materials. That seems kind of odd…Did you get stuff going in, coming out? Any idea what that was about? Veteran: There was a concern I think at that time in the Coast Guard that there might be, you know there was--we already had atomic bombs, and was there any smuggling of radioactivity, radioactive material, that was either coming in or going out. That was one of the concerns when �we went on board the ship. Who’s trying to build a bomb that we don’t want building a bomb. And we have that same problem today, right? Interviewer: Alright. Veteran: It’s never stopped. Interviewer: Okay, let’s see now, did you get any kind of awards or commendations, kind of beyond the stuff you get for showing up? Veteran: Yeah, I got the—you know the pistol marksman, and the rifle marksman and so forth, but the one that I enjoyed the most was the Coast Guard Achievement Medal. Interviewer: Okay. Veteran: And after spending 21 years in one unit, there were a lot of things I was able to do. One of my tours of active duty was right at that unit for two weeks. And one other fellow and myself spent the entire two weeks, probably close to 70 hours a week for those two weeks, rewriting engineering programs and engineering training manuals for the entire 9th district. And that’s what the achievement medal was for. (0:50:19) Interviewer: Okay. Alright, now while you were—you had your career as a Coast Guard reservist, what kind of work were you doing in civilian life? Veteran: When I was living in Illinois for the most part, it was marketing support, and the same in Cleveland. And then when I moved here to Michigan, mostly how do I support the sales people in the organization that I am working for. It had to do with advertising and sales meetings and all that sort of thing. Interviewer: Okay. And out of what company did you work for the longest, do you think? �Veteran: The longest would have been Allis-Chalmers in Illinois. I worked there 23 years. At that time, they were building engines in Harvey, Illinois and lift trucks when I first started there. And then they built a new engine plant in Harvey and they built a new lift truck plant in Matteson, Illinois, so I worked there for a while before I moved on to Cleveland. Interviewer: Okay. And then did you stay with sort of heavy equipment manufacturers, or did you do other things? Veteran: Yeah, when I moved to Cleveland, we moved to a competitor there. There were 12 people that, over a period of about a year and a half, left Allis-Chalmers and went to Baker Material Handling in Cleveland. And they built lift trucks just like we did there. We saw the handwriting on the wall I think in—at Allis-Chalmers. Had a beautiful plant, had a great product. We sold more lift trucks to the U.S. government than any other manufacturer in the United States, but we saw the handwriting on the wall that they were slowly deteriorating as an organization, Allis-Chalmers in general, whether it be farm trucks, construction machinery, lift trucks, engines, whatever. About a year after I left, the business was sold to a dealer in Ohio, who ultimately peddled it to a place in Sweden, and it no longer exists so we went to a competitor. And then one of the folks at Baker, who knew me from Allis-Chalmers, said I am moving to Midland Heavy Duty brake in Owosso, do you want to come with me? I really didn’t want to move again, I was only in Cleveland for three years. But I did, and then later on, in 1988, they were sold and they were building a new headquarters in Kansas City, and my wife and family said, do we really want to move again? I said well I do, but I knew they didn’t so then I went to work for a petroleum manufacturer here in—or a petroleum distributer here in Grand Rapids, and spent the rest of my time there. (0:53:13) Interviewer: Alright. Are you retired now? �Veteran: Yes. Interviewer: So when did you retire then? Veteran: Last I really worked was about 2 years ago. After I retired on a full-time basis, I worked as a consultant for 4, 5 years and then drove cars for Hertz Corporation between airports between Grand Rapids and Detroit, Traverse City and so forth. But about two years ago I said, hey I am 78 years old, that’s enough, I got enough. Interviewer: Alright. Look back on your career in the Coast Guard, are there other memories or events or things that kind of stand out? Anything you’ve got on your list there that, I guess, we haven’t covered? Veteran: No, I think you pretty much covered everything. There was one, one quick thing that happened maybe in—when I was in the unit in Gary. Just kind of a funny thing if we’ve got time for that? (0:54:09) Interviewer: Yep, yep, yep, oh yeah. Veteran: I was teaching a class, I was a chief engineman at that time, I was teaching a class and there was an announcement over the loud speaker system that there was an emergency phone call for me, so I turned the class over to another fellow, grabbed the phone. And it was my wife. We had just moved into a house that we had bought, it was an old house, and had fixed it up and just painted the bedroom and all of that sort of stuff and it was white and she had a new bedspread and so forth. So she said there’s a bird in the bedroom. I said I am 22 miles away, what do you want me to do with the bird? So she called her father who lived next door. He came over with a broom. He was going to beat it to death in the bedroom. She said no you aren’t. So we knew that the police department had, I forgot what they call that, a gun that kills—or doesn’t kill animals… �Interviewer: Like a tranquilizer, or something like that? Veteran: Yeah, a tranquilizer, we knew that. So she said, and when I hung up, I said what do you want me to do? She said I will take care of it. So she dialed the police and said I’ve got a bird in my bedroom, can you bring the tranquilizer gun over? And the cop said, lady, this is not for birds, this is for animals. And she said well, what do you want me to do? And he said open the window. And she did and the bird flew out. So I’ll never forget it, I’ll never forget what I was doing that day. It was really—I could go on about that story for hours but, that’s it. Interviewer: Alright, now overall, what do you think you took out of your time with the Coast Guard? What did you learn from it or how did it effect you? Veteran: I think that leadership was the most important thing. It went hand in hand with my civilian job. The last civilian job that I had at Midland, we purchased 9 companies in 8 years and melded them into the organization. So there was a constant turmoil, a change of people to work with. My boss at one time, who was my boss for all except about 6 months at Midland, when we had bought—we had purchased a company in Syracuse, New York. He moved to Syracuse and was there for about a year and a half, so our only communication was every two or three months. We’d meet at an airport somewhere to discuss what was going on, otherwise everything happened on the phone, and I think the Coast Guard really contributed to that. Being able to be a leader and at the same time, as an officer, in some cases to act on your own, which I then did in civilian life. (0:56:56) Interviewer: Okay. Veteran: But I think overall, a love of country was really the main factor. �Interviewer: Alright. But now you’ve reminded me of another question I wanted to kind of bring in…You’ve, as an enlisted man staying in one place for a long time, you would have—and then eventually as an officer—but you would have seen a lot of changes in command and things like that. How common was it for, say, you were in Gary for 21 years, for base commanders or high-ranking people, to kind of move on or change positions? Veteran: Commanding officers of most of the reserve units at that time had a job for about three years, so I saw about five or six, maybe seven in that time that I was there. But that was kind of an unwritten rule: every three years, we had a new commanding officer. And there was a way for those folks to move on too. They then became inspectors for the district office, became training people for the district office, where they would write training programs and so forth. So many of those folks got 20, 25 years in as well. (0:58:09) Interviewer: Okay. Now, was it always kind of an adventure when a new guy came in? Did they kind of come in and want to show who’s boss? Or did they just want to fit in or--? Veteran: A little bit of everything, I guess. But for the most part, you knew who those people were because they would be an executive officer before being promoted to be the commanding officer of a unit. So if you were there with them, as I was, you knew those folks for at least 5, 6 years before they became commanding officer. Training unit, and then executive officer, and then commanding officer. Interviewer: Okay, so it’s not like they are usually coming in from the outside? Or are total unknowns when they come in. Veteran: Rarely, rarely. That did happen at the unit in Muskegon. The commanding officer there lived in Detroit, so he drove from Detroit to Muskegon for his weekends. And I lived in Ada and �drove over there. There was another officer, training officer, who drove from Flint. So, and those were all—all three of us were new at that unit. All at the same time, all on the same day. That was a little hairy. Interviewer: So when you go into a situation like that, how do you handle it, or deal with the personnel who are already there? Veteran: I guess at that point in time, you know, I had been in for 29 years, and I often thought about it on the active duty that you went on each year for two weeks. My feeling was that when you arrive there on Sunday, you better find out who you are living with and who you can live with and who you don’t think you can live with, because you are going to be sleeping in the same place for two weeks, you’re going to eat with them, you’re going to go on liberty with them and whatever. So by that time you had done it so many times, it really didn’t bother you. (1:00:01) Interviewer: Now does it help that the Coast Guard is a relatively small group? Is there kind of a standard way of doing things that’s pretty common, from one place to another? Veteran: Yeah, if you get transferred from one ship to another, many of the things are the same. Or if you get transferred from one base to another, things are pretty much the same. I have been at the Coast Guard bases as a civilian, I’ve been on Maui and in Honolulu, and they operate the same as they do in Chicago or over here in Grand Haven. (1:00:34) Interviewer: Alright. Well, you’ve got a good story and you lay it out very nicely for us, so I’d just like to close here by thanking you for taking the time to come in and share it today. Veteran: I appreciate it, and I hope it inspires some other folks to join. (1:00:46) �� 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_SmitsW2141V Title A name given to the resource Smits, Wendall (Interview transcript and video), 2017 Date A point or period of time associated with an event in the lifecycle of the resource 2017-07-06 Description An account of the resource Wendall Smits was born in South Holland, Illinois in 1936. After graduating high school, a friend convinced him to join the Coast Guard Reserve at the age of 17. He completed two weeks of boot camp in 1955 at Cape May, New Jersey and became an engineman for the Coast Guard aboard various ships. He then became a chief engineman and, later, a lieutenant with a unit in Chicago before transferring to a Coast Guard unit in Gary, Indiana. After moving to Cleveland, Ohio, he was promoted to the position of warrant officer, and then to a Lieutenant Junior Grade. Smits primarily worked for port security at the various bases bases he was stationed at and also trained recruits for his Coast Guard units as a training officer. He was later awarded the Coast Guard Achievement Medal for his work rewriting engineering programs and engineering training manuals for the entire 9th district in Gary, Indiana. Creator An entity primarily responsible for making the resource Smits, Wendall L. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Other veterans & civilians--Personal narratives, American United States. Coast Guard Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/be7029beaa6cf25f4c2241ee02cf8853.mp4 f38487b4bc6fa06cc7ccf649c1a231c1 https://digitalcollections.library.gvsu.edu/files/original/995bfb7e3bd322bf57981c8f30b38f40.pdf 399eded3937418530a3b6570b53d9f4b PDF Text Text Grand Valley State University Veterans’ History Project Bob Smoker Vietnam War 1 hour 26 minutes 39 seconds (00:00:12) Early Life -Born on October 25, 1949 in York, Pennsylvania -Grew up there -Mother worked in a department store -Father worked for a heating and plumbing company -Delivered fuel, oil, and worked on air conditioners -Graduated from high school in 1967 -Granted a scholarship to Williamsport Area Community College -Sponsored by GTE Sylvania to pursue a degree in tool making -After first year of college felt like it was high school all over again -Tried for a second year and dropped out after the second year -Shortly after dropping out of college he began his apprenticeship with GTE Sylvania (00:01:27) Awareness of the War and Getting Drafted -Aware of the Vietnam War and the draft during his adolescence -Had some friends who had been deferred because they were apprentices for various trades -He wasn’t allowed a deferment because he had dropped out of college -Wasn’t surprised that he was eventually drafted -Noticed that in Vietnam it looked like continuous combat based on the news coverage -Followed some of the politics during 1968 -Received his draft notice in April 1969 -Reported for his Army physical -Didn’t notice anyone trying to avoid getting drafted (00:03:30) Basic Training -Went to Fort Dix, New Jersey for basic training -Went to the induction center in Harrisburg, Pennsylvania prior to basic training -Boarded a troop train and had been put in charge of tickets for the recruits -Due to miscommunication concerning the tickets they all arrived late to Fort Dix -Wasn’t punished for his mistake though -Remembers taking a lot of tests before training actually began -Army was seeing who would be good for what roles and who was fit for service -Received physical, hand to hand combat, and weapons training -Remembers marching and taking hikes in the sand as part of physical training -There was a lot of emphasis on military discipline and following orders -Didn’t have any personal difficulty with following orders -Kept a low profile to avoid being noticed by the drill sergeants -Trained alongside a variety of men that were other draftees -Some had a college education, came from a variety of ethnic backgrounds -His drill sergeant had been to Vietnam -Occasionally would give advice about fighting and surviving in Vietnam �-Didn’t find the physical aspects of basic training all that hard due to being in good shape -Basic training lasted eight weeks (00:09:07) Advanced Infantry Training (AIT) -After basic training applied for a compassionate reassignment -Father was in a veterans’ hospital and wanted to stay stateside for his father -With a compassionate reassignment it would have delayed AIT and deployment -Application process took forever -Eventually got denied compassionate reassignment anyway -Sent to Fort Lewis, Washington for AIT -Advanced Infantry Training was a more intensive version of basic training -Went through the SERE (Survival, Evasion, Resistance, and Escape) program -Knowing how to survive cutoff from your unit and how to survive being captured -Trained with heavy weapons -Specifically missile launchers, grenade launchers, and heavy machine guns -Practiced combat maneuvers -Participated in larger scale war games where rifles were replaced with BB guns -Trained how to execute a “rifle quick kill” -Point at target, fire, and kill the target without looking at the target -Felt that he did well with weapons training -Trained by Vietnam veterans as well as “shake and bake” sergeants -“Shake and bake” sergeants: gained their rank in an NCO school, not in combat -They were not trained how to deal with the Vietnamese populace during AIT -Spent eight weeks in AIT (00:14:06) Deployment to Vietnam -After Advanced Infantry Training he was sent home on a thirty days leave -Arrived in Vietnam in October 1969 -First had to travel on his own to Oakland, California -Spent three days being processed by the Army there -Flew over to Vietnam on a commercial airliner -Stopped at Hawaii, Wake Island, and then the Philippines -Allowed to walk around the airports when the plane stopped at each place (00:16:00) Arrival in Vietnam -Landed in Bien Hoa, Vietnam at night -First impression of Vietnam was that it was hot and humid -No enemy activity upon their arrival -Assigned a place to stay as well as put on a rotation for guard duty -Felt a lot of uncertainty during his first days in country -Stayed on the base so he didn’t know what the countryside was like yet -Spent a couple days at Bien Hoa before he was assigned to the 101st Airborne Division -Went through SERTS at Camp Ray near Saigon -SERTS: Screaming Eagle Replacement Training School -Physical training, introduction to 101st, jungle survival, introduction to Vietnam -Doesn’t ever remember any real world application of what he learned in SERTS (00:19:40) Assignment to Charlie Company -Flew up to join the division at Camp Evans in a C-130’s cargo hold -Got assigned to Charlie Company, 2nd Battalion, 506th Regiment �-Charlie Company was in the field when he arrived at Camp Evans -Pulled bunker duty on the perimeter of Camp Evans waiting to join Charlie Company -Got flown out to a firebase in the Lowlands onboard a helicopter to join C Company -Wound up being the first time he ever rode on a helicopter -Fairly quiet at the firebase Charlie Company was operating out of -Could see fighting in the hills and the mountains at night -Was instructed to observe the other soldiers and follow all the orders that were given to him -Was not given any kind of formal introduction to the unit (00:24:40) Conditions in the Field -Went out on patrol for a few weeks at a time -After patrols the unit would return to a firebase or to Camp Evans -Always got transported via helicopter to and from firebases -Recalls how every plant in the jungle seemed to have thorns on it -Amazed that no one ever seemed to get the cold or the flu while in the field -Learned quickly to keep quiet and to keep track of his supplies -Once your supplies ran out you would have to wait for a resupply to happen -Soldiers were allowed to smoke cigarettes in the field -Not allowed to at night though, so as to maintain light discipline -Never encountered drugs other than one time when they were sent to an abandoned firebase -Found a bag of marijuana that the soldiers had left behind -Wound up destroying it -Original commander of Charlie Company was a gung ho type leader -Wanted to make sure that C Company was involved in all available action (00:30:14) Operating in the Lowlands -Stayed in the hills until the monsoon set in -During patrols the unit would dig in during the day and move at night -Also set up ambushes at night -Operated in the Lowlands to insure that they could be resupplied -Usually worked at the platoon level, sometimes even broke down into the squad level -Remembers when Captain Vazquez became their commanding officer -Heard rumors about his grit, tenacity, and former Special Forces career -Also heard that he was a strong and effective leader worthy of respect -With him as their commander they always stayed off the trails and cut through the foliage -More difficult to cut through the jungle, but always proved to be safer -Eventually got sent on a mission to secure a landing zone that would become Firebase Gladiator -While at that firebase heard about how a sister platoon had been wiped out (00:33:43) Establishing Firebase Ripcord -In the spring of 1970 Operation Texas Star (also known as the Ripcord Campaign) began -At the start of the campaign had no idea how big of a deal Firebase Ripcord was going to be -His company, Charlie Company, was the third company to be sent in to secure the hilltop -Eventually managed to clear out the enemy forces and secure the hilltop -Had noticed an increased amount of enemy activity prior to the assault on the hill -Once the hilltop had been secured a perimeter was established and engineers were moved in -Spent most of their time building perimeter defenses -Bunkers, digging trenches, setting up land mines, and laying down wire -Had to dig all of their defensive positions by hand �-While building up Firebase Ripcord they didn’t receive enemy fire -After Firebase Ripcord was established his unit was returned to the field (00:38:12) Spring and Early Summer of 1970 -During April, May and June of 1970 his unit carried out mostly search and destroy missions -Noticed a marked increase in enemy activity during this time -Got sent out on a bomb damage assessment mission during this time -Went down into a valley and spent the night there -During their time in the valley they noticed enemy movement towards Ripcord -Upon returning to base got debriefed by an intelligence officer -Told that enemy forces were building up and moving towards Ripcord -Engaged in sporadic firefights over the course of the spring and early summer -Usually brief engagements with the enemy -During this time got assigned the “over under” -Experimental design of the M16 rifle with an attached grenade launcher -Also became a supply representative for his unit -Checked on what supplies were needed -Transmitted those needs back to a base for more effective resupply missions (00:42:25) Battle of Ripcord-Hill 902 -At the end of June 1970 he was moved over to Hill 902 ` -One of the key hills surrounding the main hill for Firebase Ripcord -On July 1st the Battle of Ripcord began to intensify and the enemy stepped up their attacks -Hill 902’s main value was in spotting and targeting of enemy positions -His unit spent two nights in a row in the same positions on Hill 902 -Strategically bad move, too predictable -He hadn’t been assigned anything other than to simply be another person on Hill 902 -When the attack began on Hill 902 he had to run from the barracks to his foxhole -Didn’t even have time to put his boots on -Remembers a huge amount of light and noise -Gunfire, screaming, explosions, and the light from flares and artillery -Realized that Vietnamese forces had broken their line and were deep within their territory -Instinctively shot and killed an attacking Vietnamese soldier -Implemented the “rifle quick kill” technique that he had learned in training -Was able to use a grenade to effectively kill a group of dug in Vietnamese soldiers -After the firefight helped to secure the perimeter and look for Vietnamese survivors -Remembers watching as Cobra attack helicopters provided fire support -Managed to make it through the fighting at Hill 902 uninjured -Believes that the charging Vietnamese overlooked his position -As it got lighter he could see jets flying bombing raids on the remaining Vietnamese (00:53:19) Battle of Ripcord-Interim and New Commander -Got taken off Hill 902 and was rotated back to Firebase Ripcord -Company captain [Hewitt, recent replacement for Vazquez] was killed and replaced by Captain Wilcox -He was able to serve as Wilcox’s radio operator for a short time -Walked over to Hill 805 under the leadership of Captain Wilcox -Whole area felt tense after the attack on Hill 902 like an attack could happen at any time -Had been impressed by Captain Wilcox since they were first introduced �(00:56:50) Battle of Ripcord-Hill 1000 -His unit was sent over to Hill 1000 on July 8, 1970 -Very close to Firebase Ripcord and extremely strategic -D Company had tried to assault Hill 1000 earlier and failed -C Company was going to work with D Company for a second assault -On the morning of July 8 artillery and air raids bombarded the hill -So intense that shrapnel was still falling from the sky when they walked up the hill -Managed to reach the top of the hill without incident -Once they reached the top that’s when the Vietnamese opened fire -Company’s medic was killed on the hilltop -Received word that a large enemy force was moving towards their position -Advised to retreat from the hill and regroup at a landing zone -Had no idea what had become of D Company -Regrouped at landing zone and Captain Wilcox defied a direct order from Colonel Lucas -Colonel Lucas wanted a second assault, Wilcox knew it was suicide -Second assault was abandoned, but Wilcox was relieved of command (01:04:04) End of the Ripcord Campaign and End of Tour -Throughout July 1970 the fighting around Firebase Ripcord only intensified -Vietnamese attacks got more vicious and chipped away at the resolve of the troops -Remembers that after Hill 1000 C Company joined D Company to rescue D Company, 1st/506th for an operation -Helping to secure a landing zone so troops could be evacuated out of the area -On July 22/23 Firebase Ripcord was abandoned and bombed by B52 bombers -Last ditch effort to wipe out Vietnamese troops that were attacking the firebase -By this time C Company had been evacuated and put on station at Camp Evans -Last major assignment was to be assigned to Firebase Rakkasan -Acted as the supply representative for the firebase -Was starting to count down the days to being sent home (01:08:40) Drugs, Civilians, and Morale -Doesn’t ever recall seeing or hearing about soldiers using drugs -Soldiers would occasionally drink beer and get drunk on base during downtime -Never ran into Vietnamese civilians during his tour -Towards the end of his tour he started to notice racial tensions building up -Remembers hearing about a racially motivated incident at “Rocket Ridge” -Didn’t know the details -Heard that it had been resolved peacefully though -In general most men wanted to follow orders and do their job as best as they could -Just wanted to help each other survive and get home -In the field he noticed that they were always able to act effectively as a unit (01:12:49) A R&R in Australia -Received an R&R while in Vietnam -Picked Australia to be his destination -Took his R&R there in May 1970 before the Ripcord Campaign intensified -Australia was an eye opening experience for him -Got scammed by a local woman and wound up losing most of his money there �(01:14:30) Coming Home and Leaving the Army -Went to Cam Ranh Bay and got processed out there -Flew back to Fort Lewis, Washington -Spent a day there -Prior to leaving Vietnam got promoted to the rank of sergeant -Being a sergeant he was assigned to Hunter Army Air Field in Savannah, Georgia -After a short leave home reported to Hunter Army Air Field -Given easy assignments because he was a sergeant and an infantryman -Never experienced any war protestors or harassment upon coming home -At the end of his service the Army made an effort to get him to reenlist -Declined, just wanted to get out and go back to being a civilian -Got discharged on May 12, 1971 (01:17:37) Life after the War -Went back to work for GTE Sylvania -Eventually completed his apprenticeship as a toolmaker -Worked for them until about 1981/1982 -In 1975 started attending Bible College -Graduated from there in 1981 -Went to seminary and wound up being a pastor at a church in Vermont -In 2001 became a fulltime pastor -Prior to that had also worked in a machine shop -After becoming a fulltime pastor became a part time machine shop worker -Acted as a full time pastor until 2010 (01:19:00) Volunteerism in Vietnam -In 2001 got a call asking if he wanted to go back to Vietnam for mission work -Accepted the offer and in January 2002 went to Vietnam for three weeks -Met with American missionaries and Cambodian church builders in Ho Chi Minh City -Worked on teaching Vietnamese villagers English -Had to go over as a “tourist” and not as an official missionary -Learned that the new experiences in Vietnam replaced the old memories he had -Has since returned, and continues to return to Vietnam with groups of Vietnam veterans -Associating the country with a positive experience has been extremely therapeutic (01:22:40) Reflections on Service and Mission Work -Harbors no resentment towards the Vietnamese people -Feels that God has given him so much and he should share himself with everyone -Wants to continue to help the rural Vietnamese to learn English -Wants to repay the debt that he feels he owes to God -Has never been harassed by Vietnamese officials for being a Christian -In fact they welcomed an American who is willing to help the people -Wants to continue to work to show veterans that Vietnam is now how they remember it -Finds it a shame that Vietnam is so closely associated with the war and the culture ignored -At the end of the day just wants to help veterans not to be stuck with old, bitter memories � 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_SmokerR1656V Title A name given to the resource Smoker, Robert (Interview outline and video), 2014 Date A point or period of time associated with an event in the lifecycle of the resource 2014-07-08 Description An account of the resource Bob Smoker was born in 1949 in York, Pennsylvania. He grew up there and graduated from high school there in 1967. He attended college briefly, and then took a job, which cost him his deferment. In April 1969 he received his draft notice and shortly thereafter began basic training at Fort Dix, New Jersey. After Fort Dix he was sent to Fort Lewis, Washington for Advanced Infantry Training and upon completing that he was deployed to Vietnam in October 1969. He arrived in Bien Hoa and was assigned to the 101st Airborne Division. After completing Screaming Eagle Replacement Training School at Camp Ray (near Saigon) he was sent up to Camp Evans and was assigned to Charlie Company,2nd of the 506th Regiment 101st Airborne Division. During his time in Vietnam he participated in patrols of the Lowlands, in Operation Texas Star (the establishment of Firebase Ripcord in the spring of 1970) and the subsequent Battle of Firebase Ripcord during July 1970. After leaving Vietnam he finished his service at Hunter Army Air Field, Georgia and was discharged from the Army on May 12, 1971. After a professional career, he became a minister and got involved with a group of American missionaries that work in Vietnam to help teach the rural Vietnamese English and to help American Vietnam War veterans find peace with their memories. Creator An entity primarily responsible for making the resource Smoker, Robert Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng 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/320a9840070f571dcb1c3ae768f6409f.mp4 3430d086a51660a4dbd8ebd072aaa71b https://digitalcollections.library.gvsu.edu/files/original/a3811576b3eb25a9b839155a3cea163e.pdf a6f71fb54544ec42d6fbcd513ea48935 PDF Text Text Lloyd Snowdeal (1:17:30) (00:07) Background Information • Lloyd was born in Rockland, Maine in 1927 • His father was a skilled laborer • He went to high school and worked • One of his teachers was interested in world events so, he knew what was going on with the war • He applied for the Navy’s electronic engineering program, but it was dropped so they told him to go to the Maritime Commission (15:44) Training • Lloyd went to boot camp and then radio school • In December of 1944 he received commission to become an officer • He went to a school on Hoffman Island in the New York Harbor • They taught him Morse Code and he became a Radio Officer • Lloyd then went to Virginia to wait for an assignment (27:05) Deployment • His job aboard the ship was to repeat course changes to the rest of the ships in the convoy • Their first convoy went to Algiers • Lloyd didn’t like to go to shore very much • He went to Le Havre, France and Bari, Italy which had a lot of ships sunk in its port • Lloyd went to the Pacific Ocean after the war in Europe was over and was the Chief Operator in the radio room on the USS Victory • Their job was to take a load of GIs to Japan as replacements • Once they got to Japan Lloyd went on an Italian ship that was in the same port and was offered the job of being in charge of the radio room, but declined because the ship had rats and Italian radios �(41:40) Discharge • Lloyd went to work on a mail ship in the Black Diamond line of ships • He was on the commander ship that went from the east coast to Le Havre, France, Belgium, and Rotterdam • Lloyd then worked for Standard Oil out of New Jersey on a WWI tanker • He worked for 3 months and then got 1 month off paid (49:15) Air Force • Lloyd joined the Air Force on February 23, 1950 • He went to basic training and became a Bypass Specialist assigned to a B-29 squadron • Lloyd worked with Q-24 radar (57:00) 2nd Deployment • He was sent to England, but became ill while he was there • Lloyd was sent to a hospital in Frankfurt and diagnosed with Multiple Sclerosis • He spent 8 months in the Walter Reed hospital and was sent back to New York • In December of 1952 he volunteered to go to South Korea • Lloyd was assigned to a service and repair depot in Seoul, Korea (1:14:47) Back to the US • He was sent home and served the rest of his time close to home in Bangor, Maine � 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 SnowdealL Title A name given to the resource Snowdeal, Lloyd (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Snowdeal, Lloyd Description An account of the resource Lloyd Snowdeal was born in Rockland, Maine in 1927. After graduating from high school he enlisted in the Navy. Lloyd went to radio school after training and became a Radio Officer. Lloyd went on trips across the Pacific in a large convoy on a repeater ship. His job was to repeat changes in the course from the commander ship to all of the other ships in the convoy. After the war was over in the Europe, he brought replacements across the Pacific to Japan. Lloyd was discharged and then on February 23, 1950 he enlisted in the Air Force for the Korean War. He became a Bypass Specialist and was assigned to a B-29 squadron. Lloyd became sick and went home, but later volunteered to go back overseas. He was stationed at a service and repair depot and then spent the rest of his time in the Air Force close to home in Bangor, Maine. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American Merchant mariner Merchant marine--United States 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 2008-05-20 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/d72fe4d099910c7d8bc6e049634a6b68.mp4 c9aa77fab21e0025e9833b4f2d796dbf https://digitalcollections.library.gvsu.edu/files/original/c0b3ac7c8fae2965b3c92cbc936e35cc.pdf 1c776c57d6197bc101faf8fd44a4f17b PDF Text Text Grand Valley State University Veterans History Project Dave Snyder Vietnam War Interview Length: (01:11:36:00) Pre-enlistment / Training (00:00:08:00)  Snyder was born January 16, 1949 in Painesville, Ohio and grew up in Painesville, where his father worked as a delivery driver and his mother stayed at home (00:00:08:00)  Snyder graduated from high school in 1967 and went through a series of jobs, including working at a gas station and an auto parts store; Snyder had just gotten a job working at a factory in Euclid, Ohio when he received his draft notice (00:00:30:00) o During his time in high school and the period before receiving his draft notice, Snyder was only slightly aware of what was happening in Vietnam; he did not pay really close attention to the war until one of his friends received his own draft notice in 2967 (00:01:14:00)  Once he was out of high school, Snyder figured he would eventually be drafted before the conflict was over (00:01:27:00)  Snyder ended up going to Fort Campbell, Kentucky for his basic training and then to Fort Sill, Oklahoma for artillery school (00:01:40:00) o At the very beginning, Snyder went through the Army’s induction center in Cleveland, Ohio (00:01:48:00)  While Snyder was at the induction center, other men who had received their draft notice were trying to get out of serving; the one man Snyder remembers the most was a man who had gotten out of serving once and was brought to the induction center in handcuffs (00:02:02:00) o When Snyder and the other men arrived at Fort Campbell, they spent roughly a week at the base’s induction center for an introduction course before the actual basic training began (00:02:25:00)  While in the induction center, Snyder had no idea what his MOS (Military Occupational Specialty) was going to be; the only time he figured it would be a combat MOS was when the instructors singled out roughly 100-150 men, which included Snyder, to take training on the M-16 rifle (00:02:40:00)  The bulk of the men did not have to take the M-16 training and sure enough, the group that did go through the training ended up receiving combat MOSs (00:02:56:00) o Snyder’s training company was a mixture of both enlistees and draftees, as well as a small number of National Guard; draftees made up the largest percentage of the company, followed by enlistees, then the National Guard soldiers (00:03:07:00)  Not even everyone in Snyder’s training company had to go through the M16 training; a friend of Snyder’s from Ohio went through basic training with Snyder, did not go through M-16 training, was assigned an MP (Military Police) MOS, and never left the country (00:03:34:00) �  The normal weapon the men in the company trained with was the older M14 rifle (00:03:55:00)  Once the group was selected out for the M-16 training, they were briefly singled out from the other men and taken to qualify with the M-16, a process that lasted about three or four days (00:04:02:00)  The men who trained with the M-16, including Snyder, qualified with both the M-14 and the M-16 (00:04:17:00)  At the time, Snyder liked the M-16 over the M-14 because the former was much lighter, although the latter had more power and more kick (00:04:31:00) o For the most part, the training for Snyder at Fort Campbell was the standard type of basic training that all the soldiers received (00:05:02:00) o It was not until the very end of basic training that Snyder and the other men received their orders for advanced training (00:06:27:00)  Snyder did not really know what field artillery involved, so he asked one of his drill sergeants and the drill sergeant said that the artillery was mounted on tracks and Snyder would always stay in the rear; to Snyder, that did not sound right and as it turned out, it was not (00:06:36:00) Once he received his orders for Fort Sill, Snyder had a short leave, no more than ten days, before reporting to the base (00:06:52:00) o Snyder liked being at Fort Sill because it was a different atmosphere than had been at Fort Campbell (00:07:08:00)  As well, he began enjoying training with the artillery because he had always enjoyed working with machines (00:07:14:00) o It did not take long, only a couple of days, and a lot of push-ups, for Snyder to learn that there were not artillery companies but artillery batteries (00:07:32:00) o The training at Fort Sill consisted of a lot of schooling, learning about the various guns and their parts, and hands-on training with the guns; as well, the men would do bivouacs, where they would go into the field for a day or two, set up and fire the guns, the return to the training area (00:07:44:00)  Snyder and the other men trained with the 105mm, split-tail howitzer (00:08:09:00)  The men were required to do all the maintenance on the guns as well as clean them (00:08:16:00)  During the training, the men rotated around the various jobs working with the guns (00:08:27:00) o The advanced training lasted roughly the same time as the basic training, about eight weeks total, with the first week again acting as an introduction week for the men (00:08:38:00) o Again, Snyder’s training battery had a small portion of National Guard but the vast majority of the men were either draftees or enlistees (00:09:05:00)  At times, during both basic training and advanced training, the men in the National Guard received some of the worst abuse; however, the other men received their fair share as well (00:09:32:00) �  o Towards the sixth week of the advanced training, officers came around asking, if any of the men were interested in going to NCO school and many of the men did; for Snyder, NCO was just another new part of the experience (00:10:33:00)  While in NCO school, the men trained with all the artillery guns, which was something Snyder wanted to do (00:10:54:00)  Snyder cannot remember exactly how long the NCO school at Fort Sill lasted (00:11:13:00)  The school was a mixture of training, a little bit of everything for the men; mostly the training involved learning all the positions on the gun, with an emphasis on the gunner’s position and the section chief’s duties (00:11:17:00)  The instructors emphasized making sure that the men knew exactly what the gun was going to do at all times (00:11:35:00)  Part of the gunner’s job was: making sure the gun was dug in and positioned correctly, maintaining the gun’s sight, sighting the gun’s elevation and horizontal movement before firing, and maintaining the gun’s bore sight (00:11:48:00) o When the gunners sighted the gun, they either used aiming stakes, a column meter, or a distant aiming point, where the gunner would pick a certain spot in the distance and aim the gun relative to that particular spot (00:12:29:00)  The men also trained in how to properly lay out the batteries; although there were other men whose sole responsibility as laying out the battery, any of the NCOs could do the job if needed (00:12:45:00)  The men even trained with self-propelled artillery, everything from maintaining the engine to changing the tracks (00:13:04:00)  Going into the NCO training, all the men were promoted to corporal and when the training ended, they were promoted to sergeant (00:13:35:00) Once he finished NCO training, Snyder transferred to the 2nd (Battalion) of the 2nd Artillery (Regiment), a training battalion stationed at Fort Sill (00:13:49:00) o The battalion was responsible for doing the majority of the firepower demonstrations on the base (00:14:13:00)  One of the “trick shots” the batteries would do was fire a timed, highangle shot into the air, then crank the guns down and fire a direct-fire shot, so that the two rounds impacted at the same time (00:14:17:00) o The way things were going, Snyder vaguely thought he might stay with the battalion but that was not how things worked out (00:14:41:00) o Snyder stayed with the battalion for four or five months working as a gunner on a 105mm howitzer (00:14:47:00) Snyder eventually received orders shortly after New Years 1970, ordering him to deploy to Vietnam (00:15:09:00) o After he received the orders for Vietnam, Snyder briefly returned home before deploying to Vietnam in February 1970 (00:15:22:00) o Prior to Snyder leaving Fort Sill, there was some training related to Vietnam but the training was not intensive (00:15:43:00) �  The Vietnamese training involved teaching the men the local Vietnamese customs, training them about the different types of enemy booby-traps the might encounter, etc. (00:15:49:00)  For the most part, the training was off and on throughout the entire process at Fort Sill, with only a week being fully dedicated to it (00:16:18:00) Snyder’s orders were for Cam Ranh Bay and once he arrived in Cam Ranh Bay, that was when he was assigned to a unit (00:16:33:00) o Once his short leave was over, Snyder first went from Ohio to Fort Lewis, Washington and from Fort Lewis, processed over to Vietnam (00:16:48:00)  On the section from Fort Lewis to Vietnam, Snyder flew with other soldiers on a commercial jetliner (00:17:21:00) Vietnam (00:18:11:00)  Once he arrived at Cam Ranh Bay, Snyder’s first impression of the country was the smell and the heat, especially compared to Ohio and Washington in February (00:18:11:00)  Snyder and the other soldiers on the plane largely stayed together as a group through the in-country processing, after which, manifests were read that divided the men up into the various units; Snyder ended up with the 101st Airborne Division (00:18:43:00) o Snyder and another soldier initially questioned their assignment to the 101st, having never been through jump school (00:19:10:00)  The two men talked with a sergeant, saying they had not been through jump school, and the sergeant merely said that they were in the 101st now and to “enjoy it” (00:19:35:00)  After leaving Cam Ranh Bay, Snyder and the other men assigned to the 101st Airborne wound up at Camp Evans (00:19:57:00) o Once they were at Camp Evans, Snyder and the other men were put in a classroom and given an orientation to Vietnam; as well, the men went through medevac training, including a medevac demonstration on a landing pad just outside the classroom (00:20:46:00) o During the time in the classroom, Snyder kept looking at plaques lining the walls of the room and were the unit crests of the various units in the division; he saw one crest, the 2nd of the 11th, and he told a friend that was the unit they wanted to avoid because another of Snyder’s friends had served in the unit and the unit was armed with the massive 155mm howitzer (00:21:07:00)  Once the classroom orientation was over, all the men loaded onto a truck and drove around to the various units in the division (00:21:33:00) o As the truck drove around, Snyder kept seeing the 105mms that he had trained with (00:21:56:00) o When the truck arrived at the 2nd of the 11th’s position, Snyder saw that the unit was indeed using 155mm guns and although he told his friend to hope that was not the unit they were assigned to, Snyder’s name was the only one called to join the unit (00:22:05:00)  The 2nd of the 11th’s area at Camp Evans was the rear area for the battalion, with only a single battery stationed there (00:22:38:00) �  Snyder spent part of the day at the battalion’s area in the camp before boarding a truck to join his battery on Firebase Jack, which was located just outside Camp Evans (00:22:51:00) o Once at Firebase Jack, Snyder joined his battery, Alpha Battery, 2nd (Battalion) of the 11th Field Artillery Regiment (00:23:16:00)  As it turned out, a soldier who Snyder had gone through AIT with was assigned to one of the other guns in the battery, which meant Snyder at least knew someone in the battery (00:23:21:00)  Although the other soldier also attended NCO school, he dropped out after a few weeks, which explains why he arrived in Vietnam before Snyder did (00:23:27:00)  When Snyder first arrived at the firebase, he did not think it could be too bad if the firebase had an outdoor volleyball court (00:23:49:00)  The battery stayed at Jack for only a couple of weeks after Snyder arrived before moving out (00:24:02:00)  When he arrived at the battery, Snyder was assigned to the third section as a gunner (00:24:13:00)  For the most part, each gun section in the battery consisted of roughly eight or nine soldiers, who were broken down into a section chief, a gunner, an assistant gunner, two men on a trey to load the gun, a rammer, a radio man, and one or two men working with the ammunition (00:24:19:00) o The gunner’s job was to set both the quadrant and deflection for the gun; because the 155mm used separateloading ammo, the individual round was loaded first, followed by the powder and a primer in a firing lock, the assistant gunner’s job was to open the breach, prime a firing lock and close the breach once the round and powder were loaded (00:25:05:00)  At the most, it took the gun sections a couple of minutes to load the guns (00:25:43:00) o The expected rate of fire from each gun was six or seven rounds per minute and the gun crews were operating well over that rate, almost double (00:25:50:00)  There were always six guns assigned to a battery (00:26:08:00)  For the most part, when he arrived, Snyder was accepted by the rest of his section; although there were a couple of men who initially did not get along with Snyder, he ended up becoming friends with pretty much all the men in the section (00:26:26:00) Whenever the battery moved, it was by helicopter, with a CH-47 Chinook carrying each gun and other Chinooks carrying the ammunition (00:26:53:00) o For the most part, when the battery moved, the men traveled to their new position via Huey, although when the battery left Firebase Jack, some of the men rode in a Chinook (00:27:20:00) o Normally, before the battery would move, a senior member of the battery would go into the position first to oversee the placements of the guns (00:27:59:00) �  o Once they arrived at a new position, the first thing the gun sections had to do was open the two trails on the gun and situation the gun so that if necessary, the gun could be fired (00:28:13:00)  Next, the soldiers jacked the gun up off the ground, then swung the gun in a 360º circle with the trails extended; the tails traced a circle on the ground, which gave the men an idea where the parapets for the trails needed to be dug out (00:28:21:00)  Once the parapets were dug in, the men would raise the gun up higher using stacks of old ammunition pallets nailed together; the higher the gun was in the air, the higher elevations gun could fire at (00:28:53:00)  Although the gun would shake pretty good when it was jacked up, the whole weight of the gun was pressing down on the pallets, which offered some stability (00:29:24:00)  After the men had set up the gun, they would dig bunkers for ammunition storage that were protected by sandbags, then they would dig out their living quarters (00:29:45:00) o Whenever the gun would fire, the men would toss any excess powder into a nearby pit they had dug to be burned later; however, if the situation became too hectic, then the excess powder would just be sitting around (00:30:08:00)  Surprisingly, Snyder’s section never had any accidents from the excess powder; the men knew there was excess powder and any excess powder was always tossed away from the gun and into an area the men were not using if it could not go into the burn pt (00:30:27:00) The number of fire missions that the section would have in a day varied; there were days when the missions were pretty constant and other days when it was quiet (00:30:58:00) o The number of fire missions in a given day always depended on what going on around the firebase; if there was a “contact” fire mission, then the mission lasted until the infantry units had disengaged (00:31:06:00) o Sometimes, a fire mission called for the entire battery to be used and other times, it was only a couple of guns (00:31:18:00) The HE (High Explosive) rounds for the 155mm weighed 97lbs apiece and the “firecracker” rounds weighed 107lbs apiece (00:31:58:00) o For the HE rounds, there were a selection of different fuses available, including a time-delay fuse, the standard point-detonating, a timed fuse, and a VT fuse, which went off based on distance traveled (00:31:15:00) o The “firecracker” round contained a large number of small grenades that the men would set a time fuse to and launch at high angles with a low charge to keep the round close to their base’s perimeter (00:32:48:00)  The launch from the gun would knock the bottom base plate off the round, allowing the small grenades to fall out, ala a cluster bomb (00:33:03:00) o Apart from the HE and “firecracker” rounds, the guns also fired WP (White Phosphorus) and smoke rounds (00:33:28:00)  During a normal fire mission, the first round fired was either a WP or smoke round, unless the crew had preloaded the gun with another type of round (00:33:42:00) �   Although the hope was for there to be nine men assigned to each gun, at times, it reached the point where there were only three or four men to a gun (00:34:01:00) o During those times, volunteers were asked to come to the front from the rear area and men from the 105mm batteries were reassigned to the 155mms (00:34:15:00) o It was interesting how the men in the different sections always seemed to pull together; if Snyder’s gun was not doing anything and another section was short men, men from Snyder’s section would help the other section (00:34:32:00) Once the battery left Firebase Jack, it bounced around to several different firebases, several of which Snyder cannot remember (00:34:48:00) o For the most part, the firebases where the battery was assigned tended to be quiet; the guns did a lot of fire missions but that was about the extent of their operations; it was not until the battery arrived at Firebase Granite at the end of April, beginning of May 1970 that things started changing (00:34:56:00)  By the time Snyder’s battery arrived at Granite, a 105mm battery was already positioned on the firebase (00:35:03:00)  The battery stayed at Granite until June, when they were evacuated out and moved to Firebase Ripcord (00:35:54:00)  One night while stationed at Granite, the firebase came under attack by enemy sappers (00:36:04:00)  During that night, the artillery was firing illumination and “firecracker” rounds (00:36:17:00)  Granite was located on a cleared hilltop, with jungle closer to the bottom and the majority of the artillery fire was concentrated in the cleared area, closer to the firebase (00:36:33:00)  Normally during an enemy attack at night, one gun was strictly used for firing illumination rounds; multiple guns were used for the illumination rounds if the enemy was attacking from multiple directions (00:36:50:00)  Apart from the artillery guns, each gun section was armed with an M-60 machine gun and an M-79 grenade launcher; during an attack, soldiers would man the perimeter of the section with armed with those weapons (00:37:11:00) o During one attack, the M-60 used by infantry unit stationed lower of the hill than Snyder’s gun section broke and Snyder’s gun section ended up loaning their M-60 to the infantry unit (00:37:33:00)  During a typical night, the gun section would post a guard who would patrol around their section of the perimeter (00:38:48:00)  On most nights, the men did not fall asleep until ten or eleven o’clock at night to begin with and those who did manage to fall asleep never slept through the night (00:38:51:00) o It was almost a guarantee that at some point, there was going to be a fire mission for the section (00:39:02:00)  Even during the night fire missions, most of the entire gun section needed to be working (00:39:13:00) The range of the 155mm was about fifteen miles; however, most of the fire missions were closer to the firebase and were often lobbed onto a position (00:39:41:00) �Firebase Ripcord / End of Tour / Reflections (00:40:07:00)  Snyder’s battery eventually left Firebase Granite and arrived at Firebase Ripcord in June 1970 (00:40:07:00) o Ripcord had been established for quite a while by the time Snyder’s battery arrived on it; the soldiers in the battery had been doing fire missions in the direction of Ripcord as early as March and April of 1970 (00:40:13:00) o Apart from Snyder’s battery of 155mms, there was also a battery of 105mms stationed on the firebase (00:40:43:00) o When Snyder first arrived at Ripcord, he thought that the firebase offered a pretty view of the surrounding area (00:41:13:00)  On some days, the winds blowing across the firebase were so powerful that the men were unable to stand (00:41:38:00) o The number of rounds Snyder’s section fired in a day was usually less than one hundred rounds, which constituted a busy day, with a normal day being somewhere between twenty-five and forty-five rounds (00:42:08:00)  A lot of times, it was even less that twenty-five rounds; it all depended on what was happening around the firebase (00:42:37:00)  All the ammunition used by the guns was helicopter to the firebase and the gun crews had to haul the ammunition to the gun pits from the helicopter landing pad, which were lower on the hill (00:42:46:00)  The first time Snyder’s gun came under fire while the battery was stationed at Ripcord was after his and two other guns were sent on a mission to a smaller firebase north of Ripcord, code-named “Shepherd” (00:43:44:00) o Although Snyder did not know why the guns had moved to Shepherd then, later on, he talked with another soldier and the other soldier explained that Shepard was within firing range of an area used by the NVA to mobilize (00:43:56:00) o The three guns were moved to Shepherd with the intention of launching a quick, one-day strike against the staging area (00:44:17:00)  The three guns arrived at Shepherd in the afternoon, the gun crews set the guns up, and fired through the night (00:44:28:00)  The next day, helicopters came in, picked up the guns and the gun crews, and flew them back to Ripcord (00:44:34:00)  The mission to Shepherd happened only a couple of weeks before the situation at Ripcord began to really heat up (00:44:47:00) o When the enemy launched their attack at Ripcord, they used a combination of mortars and 122mm rockets (00:45:07:00)  Some of the mortar rounds fired onto the firebase were gas rounds and although looking back now it was funny, at the time, none of the men could find their gas masks, which were crammed into the bottoms of their duffle bags (00:45:23:00)  The gas was similar to mace, so those men who could not find their gas masks just pulled their shirts over their mouths (00:45:47:00)  Although the gas was in the open and could dissipate, there was still enough to tear the men up (00:45:56:00)  The men could see where the gas rounds were coming from, a mountain a short distance away from Ripcord, and although the �o o o o o most effective way to destroy to mortar as a direct shot, the commanders insisted on using only lobbed shots to try and destroy the mortars (00:46:07:00) o Trying to make the shot was like trying to do a long court basketball shot; the men kept trying to adjust their shot, the target was so far away that the adjustments did not make too much of a different (00:47:11:00)  Over the course of the day and more information was available, the guns were able to hone in on specific targets (00:48:26:00) After the attack on the first day, the enemy attacks continued and kept snowballing, getting more violent and causing more injuries (00:49:19:00)  It was during these days that the guns came close to firing one hundred rounds per day (00:49:55:00)  Keeping all the guns supplied with enough ammunition increasingly became a problem because the re-supply helicopters carrying the ammunition kept getting shot down (00:50:05:00)  It eventually reached the point that unless it was a close-in fire mission, each gun had a quota of rounds it could fire during any given day (00:50:09:00)  Once the quotas were in place, almost all the harassment missions were stopped and unless it was a confirmed contact mission, the gun crews tried to conserve ammunition (00:50:32:00) o A lot of the harassment missions were passed to batteries stationed on other firebases (00:50:49:00)  At one point, there were less than thirty HE rounds in the bunker for Snyder’s gun (00:51:14:00)  However, the battery was eventually re-supplied and by the time the battery left Ripcord, it had a fairly substantial amount of ammunition stored in the bunkers (00:51:21:00) Once the siege began and the men had to move ammunition from the landing pad to the bunker, they had to do so under enemy fire (00:51:48:00) The siege of the firebase ended up lasting for twenty-three days (00:52:01:00) During Snyder’s time on Ripcord, the soldiers stationed on the firebase did not always have an adequate amount of supplies necessary for them to do their jobs effectively (00:52:19:00)  However, this was largely due to the situation, which made it impossible to keep the firebase supplied (00:52:23:00) For the most part, the daily routine on the firebase did not change for the twentythree days the siege lasted; however, the soldiers had to often adjust on the fly to changing circumstances, depending on the situation (00:52:49:00)  When a helicopter was shot down on July 18th, the orders were for the men to hunker down and when it was over, collect whatever ammunition had been moved during the explosion from the helicopter crash (00:53:01:00)  The gun crews spent the 19th policing up any spare ammunition inbetween fire missions (00:53:34:00) �On the 20th, the men were told that on a nearby hill, the enemy was using a pack howitzer to launch rounds onto the firebase (00:53:43:00)  Snyder’s gun crew could see the rounds from the pack howitzer flying over their gun and another gun, which happened to be pointed in that direction; without permission from his section chief or anyone else, Snyder lowered his gun and ordered for an HE round (00:53:54:00) o In front of Snyder’s gun, another gun in the battery was doing the exact same thing (00:54:20:00) o Both guns fired at exactly the same time and managed to destroy the enemy position on the other hill (00:54:24:00)  Apart from the engagement on the 20th, there was only one other time when Snyder’s gun used direct-fire, when there was a large battle occurring on a nearby hill (00:54:48:00)  Snyder’s gun just happened to be in a position between two bunkers where, if it was taken off the ammunition pallets and set on the tires, it could direct-fire against the other hill (00:55:03:00) o Snyder’s gun, plus a nearby 105mm and a quad-.50 caliber, were the only guns on Ripcord in a position to depress low enough to direct fire on the other hill, so the whole night, the three guns fired on the hill (00:55:38:00)  During the night, Snyder remembers watching as tracer rounds went back and forth between the two sides (00:55:56:00)  At first, the three guns were firing behind the enemy position to prevent new enemy forces from joining the fight; however, once data became available, the guns could be aimed at specific pockets of enemy forces (00:56:36:00)  The top priority of the gun crews were contact missions; if there was ever a fire mission that was a contact mission, then all the men in the gun crews hustled and double-checked to make sure everything was correct, lest they hit American forces (00:57:44:00)  Sometimes during the danger close missions, the section chief would check Snyder’s measurements; however, the section chief was not always around, so Snyder had one of the other men with some experience check it for him (00:58:13:00)  Snyder never had any trouble with the men who would give him fire information over the radio; the men would read Snyder the coordinates and he would repeat them, a process that the other soldiers in the section used for their various assignments (00:58:47:00) o The battery lost several soldiers while stationed in Ripcord, including a lieutenant (Bob Kalsu, who had played football for the Buffalo Bills) whom Snyder greatly admired (00:59:42:00)  The lieutenant would get into competitions with another soldier to see who could carry to most powder canisters; whereas most of the soldiers carried one canister in each arm and possible one on their back, the lieutenant and  �    the other soldier carried six, one canister in each arm and a pyramid of four canister on their back (01:00:21:00)  Unfortunately, both the lieutenant and the other soldier were killed by the same incoming round (01:01:14:00) o By the time it was the 23rd, Snyder could not wait to get off of the firebase; at the same time, in the back of his mind was the question of why the Army did not allow the men stationed on the firebase to finish the fight (01:02:22:00)  During the night before the 23rd, Snyder’s gun was firing at low angles the entire night; the gun fired the entire night to use up as much ammunition as possible, both so the men would not have to haul spare ammunition around and to keep the ammunition out of enemy hands (01:02:52:00) o Once the battery was finally off Ripcord, Snyder could not believe that he was still standing up (01:03:37:00)  When the helicopter arrived back at Camp Evans, it landed at the helicopter pad where the medi-vac demonstrations were given and there just happened to be a class receiving a demonstration when the helicopter landed (01:03:37:00)  Snyder and the other men piled out of the helicopter and Snyder sat on the ground, leaning against his M-16; after a moment, he looked up and saw the men in the class had eyes as wide as dinner plates (01:04:07:00) The battery returned to Evans for little over a week then back to Firebase Jack for a brief period, before finally arriving at Firebase Rakkasan, which was a hotel compared to Ripcord (01:04:43:00) o Snyder stayed at Rakkasan from when the battery moved there at the end of August until he rotated out of the country (01:05:12:00) o Although there were still fire missions going on, the days were not quite as crazy as they had been during the summer (01:05:42:00)  There were never any significant attacks against the firebase itself; Snyder cannot even recall a mortar strike against the position (01:05:56:00) When his tour ended, Snyder returned to the United States via Cam Ranh Bay and Japan before arriving at Fort Lewis, where he processed out (01:07:14:00) o Snyder returned home to Ohio very early in the morning, managing to find room on a stand-by flight around three o’clock in the morning (01:07:32:00)  Snyder’s girlfriend’s brother picked him up at the airport because Snyder wanted to surprise his parents; however, his parents received some letters that had been sent back before he arrived, so they sort of knew Snyder was coming home (01:07:41:00) o Although the Army asked if Snyder wanted to re-enlist, he politely declined to accept the offer (01:08:03:00) For the most part, Snyder observed that most of the drug use by soldiers was confined to the rear areas, with not too much on the actual firebases (01:08:15:00) o Drugs use was more policed out on the firebases, especially given the situation; soldiers did not want to work with other soldiers on drugs (01:08:32:00) Snyder’s section was a fairly good mixture of ethnicities, including black and whites, as well as some Latinos (01:09:08:00) �  o Although other soldiers kept trying to play up racial issues, Snyder’s section did not fall for it; everyone in the section had their own job to do and that was the extent of it (01:09:23:00) o If there was any tension, it was between individual soldiers, not entire racial groups (01:09:38:00) The individual gun sections became extremely close knit and it was not too often soldiers in one section actually went out and visited soldiers in another section (01:09:56:00) Although the moral of the soldiers in Snyder’s gun section was sometimes okay, for the most part, it was not because the soldiers did not really see an end to what they were doing; it was always the same thing every day (01:10:19:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SnyderD1274V Title A name given to the resource Snyder, David (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Snyder, David Description An account of the resource Dave Snyder was born in 1949 in Painesville, Ohio. After graduating from high school in 1967, Snyder held a series of jobs before receiving his draft notice in 1969. After processing into the military in nearby Cleveland, Snyder went to Fort Campbell, Kentucky for his basic training. From Fort Campbell, Snyder moved to Fort Sill, Oklahoma for advanced training in field artillery then attended Non-Commissioned Officer School, also at Fort Sill. Once he finished NCO school, Snyder spent a few months in a training battalion stationed at Fort Sill before deploying to Vietnam. Once in Vietnam, Snyder received an assignment to Alpha Battery of the 2nd of the 11th Field Artillery of the 101st Airborne Division. The main weapon of the 2nd of the 11th was the 155mm artillery gun and once in his gun section, Snyder received the position of gunner. After Snyder arrived, his battery moved to several different hilltop firebases before finally arriving at Firebase Ripcord. While stationed on Ripcord, the battery participated in the weeks-long siege of the firebase by enemy forces. Once the siege ended, the battery moved to another firebase, where it was when Snyder's tour ended and he rotated back to the United States. Contributor An entity responsible for making contributions to the resource McGregor, Michael (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2011-09-07 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/fff728a48a1e7b6ba12fd7e9dc0a17a0.pdf a0c536a3974cf4fc66f9760911c2a934 PDF Text Text Jenna Sobaski On March 12th, 2020, I was on my way to a talk that was being hosted by my WRT 430 professor Oindrila Mukherjee. It was an opportunity to have a skype call with Aatish Taseer, a writer and journalist who had been published in Time, Vanity Fair, and The New York Times. His career greatly interested me as it is exactly something I would like to do once I am done at Grand Valley. I was on the phone with my mom as I walked to the building. I had wanted to update her on the situation. One of my professors had warned us that it was only a matter of when the school will close because of the coronavirus, not if. I had just reached the door of the classroom the skype session would be held in when I got the email stating that classes would be moved to online until at least March 29th. The skype session took my mind off of it, but it ended quickly. I ended up calling my mom again to further update her. I was kinda scared. It’s really strange when school gets canceled for something that is not weather-related. Yes, I am a twenty-two year old woman, but it never hurts to call my mom when I am unsure of something. I was very stressed about the uncertainty of everything, so I decided going back to my hometown for a bit would be nice (at the time, I had no idea I would end up being quarantined there for more than a month). I was supposed to report to my job at nine the next morning, but classes were canceled. Normally when classes are canceled I am not supposed to come to work. I emailed my boss quickly, asking what I should do. He had emailed me previously (a little before the university shut down) to see if I had a way to do some work remotely, which I do have. So I wondered what he would need me to do to be able to work from home. I blame my mom for telling me to sleep in (not really, as I stated earlier. I am an adult. I need to take responsibility for my choices.), but I ended up waking up at eleven in the morning to an email from my boss asking me to come in as soon as I could. I arrived flustered as heck, which I think he found funny. I received a flash drive with a few files for me to work on while the university was closed. I finished up some in person work that needed to be finished. The office was generally calm. This was the complete opposite of how I was feeling. After work adrenaline really kicked in. I clean when I am stressed. So I cleaned up my room at my off-campus apartment, and spent the majority of the day packing up some things to go leave (again, I was only expecting to be there for a week or so). I also tend to drastically change my hair during stressful points in my life as a means to gain some semblance of control. So, I put my hair in two pigtails and hacked away. I went from mid length hair to a bob! I’d always wanted to see how I looked though, and it ended up looking really cute. I decided to leave after my therapist appointment on Friday the 13th. This appointment actually ended up being virtual. This worked out great for me, as I normally have a thirty minute commute (and the appointment was at nine thirty in the morning). I was able to sleep in. But I had hardly slept anyway. As soon as it was done I loaded up my many, many, houseplants into my ford escape, named Dean and started my hour and twenty minute drive to my hometown. It felt like I was in an apocalypse movie as I drove the empty highway in the dark. I listened to a lot of Robyn to make myself feel better. �***** The minute I came home, I deeply regretted not bringing my bulletin board that I had decorated, as my childhood bedroom really does not reflect my current style. But still I made do. April 6th I really wish people would follow social isolation. My sister and I went for a drive last thursday (April 2nd) and she saw a few people she knew who were breaking quarantine. My sister and I only took a drive to watch the sunset. We live very near the coast of Lake Michigan, and had no intention of even leaving our cars. I had not left the house since March 14th, I was going for a drive, damn it. It frustrates me though, to see crowds of people out and about and people who do not live together hanging out. My parents are both in their sixties, and my father has been battling cancer for over five years, with a preexisting lung condition as well. They are both extremely at risk for this virus, and I’ll be furious if they get sick (or even die) because someone did not want to stay home and follow social distancing. ***** My parents, unfortunately, seem to have the news playing nonstop on the family room TV. I understand that being informed is important, but I also disagree with their choice of news outlet. ***** A personal plus to this quarantine is I have been able to spend more time writing and creating. That has been refreshing. Otherwise my days are filled with work, homework, taking my dog for walks, and chores. A while back I got the email that Grand Valley would be moving to online for the rest of the semester. This was partially my decision to drop two of my four classes. I was just not learning well online in my document design class, and my other class was belly dancing, which is very hard to do online. I decided to retake these classes the following year to really get the full experience I had wanted. I am glad that the university made the decision to be remote, because the only way to get through this is to slow the spread and stay home. ***** My family and I have been playing a lot of games and watching movies together. It's been nice to spend a little more time with them. I don’t even spend this much time with them while I am on break from school. I am fortunate. I know a lot of people are a lot worse off. April 8th Mom asked me to help her plant peas and spinach today. This is the first time I’ve seen a garden in our back yard since I was a child. My birthday was a few days ago. It was definitely a quiet birthday, but it was lovely. My mom made a cake, and I got the self inflating sleeping pad that I’ve really wanted for my camping trips. All my friends mentioned that they were sorry we couldn’t celebrate together. I’m hopeful that soon I can see them again. �I don’t know if I’d said it before but I will say it again. It is so easy to forget what is going on in the world here. There are so few houses on my road. Even my dad mentioned that it's like living in a bubble out here while we were taking our dogs for a walk. Except he now keeps a gun near by, in case of what, I’m not sure. I unfriended someone on facebook because he was ranting about not being able to go to a movie or to a restaurant. I felt he was being an ass because, you know, people have it way, way, worse. I just did not want to see that today. Social media helps me remember what’s going on in the “outside world” as my mom keeps referring to it as. That, and my parents' habit of keeping the news playing constantly. My mom has now taken to Youtube to watch song parodies about the corona situation. It drives me crazy. I hate it. I saw on Facebook that a lot of students in this situation are really struggling at being productive and getting anything done. They just can’t focus when everything feels like the end of the world, and a few of them seem to have professors that aren’t as understanding as mine have been. I don’t have this problem, but maybe the opposite. I am doing a lot but there just is not enough time in the day to do what I need. A family friend of ours works as a nurse in the next county over. Two of her coworkers have the virus. The friend herself is asmatic. I can tell my parents are worried. My mom is also really worried about her brother (my uncle/my godfather). She's worried he isn’t taking good care of himself during this time. It’s his birthday tomorrow. Something that helps make me feel better is taking care of my plants. I have at least fifty, which doesn’t look like as much as it sounds, I promise. The one I named Desdemona has finally produced flowers again in nearly a year, and my bird of paradise is sprouting a new leaf. Normally when I move my plants they get stressed and get really sick or die, but right now that isn’t happening and that makes me really happy. ***** A week ago I got glass in my foot. My dad spent a good twenty minutes trying to dig it out, followed by a dose of rubbing alcohol. My parents are terrified of being near hospitals because of the possibilities of getting the virus there. Thankfully my foot is fine. ***** I’m surprised that my depression has just now decided to show up. April 9th I see a lot of people quarantined with their significant others. I wonder what that would be like. I still have my old skateboard that I got in middle school and decided I should try to learn how to ride it because I never did. Today was out of the ordinary. My mom made us all go into town with her while she ran errands so we could visit my uncle for his birthday. We stood outside his house with a “happy Birthday” sign and sang to him. It was awkward but I could tell he enjoyed it and that made me happy. Then my mom tripped and fell on the grass while trying to give my uncle the mail from his mailbox. The neighbor peaked out her door and just watched that. It was quite the tumble and was hilarious after we saw she was okay. �I am definitely starting to miss my independence. I don’t regret coming here though. My mom always said that times of emergency are when you want to be surrounded by those who would support you, and support me my family does a lot. It has just become very apparent that I have changed a lot since leaving for college four years ago. My mom likes to make sure I’m being productive with my time here, and I have to remind her that I am twenty three, and I’ve been managing my time very well for a long time. I’m bummed that I can’t go get take out or drive-through food. My family and I have decided that it's for the best (because of my dad and both my parents being over sixty) if we just make our own food. And I agree. When this is all over I’m going to go have the best day at McDonalds. I mentioned earlier that this was a much needed break. One of the only real good things about this is that for a long time I was thinking of taking a semester off for a break. Now I really don’t feel the need to. I feel that this quarantine has really given me a new appreciation for life as I knew it. Also, we got an emergency alert on our phones today that the stay at home order was extended to April 30th. I will have to leave before May 4th to move my things out of my apartment. I still don’t know what my living situation is going to be like for summer and the school year. The laker store hasn’t posted textbooks for the spring semester classes, which I get why. April 10th I am definitely starting to feel more irritable as a result of this quarantine. I only keep in touch with one or two of my friends right now, which is fine. Yeah, I’m really just feeling icky today. Icky on the inside. So much is just messed up in the world, and people are in so much pain. I am still being creative and productive today despite my internal feelings of irritability. Today is just one of those days where I am excited to just get everything done that I need to get done and go to bed. Maybe I’ll work in my sketchbook some more. That always makes me feel better. My greatest form of self-care is creation. I’ll draw things from my dreams, recreate art I found on youtube(that was first found on Tik Tok). I used to just paint rocks and leave them around for people to find, but I can't do that anymore. I redownloaded Bumble as a way to just talk to other people, but quickly deleted it. I’m just not interested in dating right now and probably won’t be for a while. I started working out regularly again. Nothing insane, but I go for a nice long run on our family’s elliptical. I can’t wait for gyms to open again so I can start doing good weight training. I might have to start wearing my glasses soon. My eye doctor may not be refilling contacts right now. That will really bother me. I don’t like wearing glasses at all. And my friend Zachary said that my glasses make me look like the pizza guy from Booksmart. That doesn’t bother me as much as I hate not having a full range of vision. There are flowers starting to bloom around despite it being so cold. I’ve pressed a few to add to my sketchbook. Maybe my sketchbook is turning into an art journal now. The stove is so full of old food it's burning that the house is full of smoke. I wonder if people will look back on this and read it like those My America diary books I read as a kid. �May 5th Things have been busy for me lately. I had to finish up my winter semester, and had a load of papers to write. A small bit of tension is running in my family due to us being around each other so much but overall it is not bad. I got my mom to buzz my hair into an undercut. It’s something I’ve always wanted to do and right now seems to be a great time to do it since no one will see me. My head feels so much cooler too. I had to move out of my allendale apartment. It really wasn't so bad and took maybe a total of five hours to pack everything up and put it in the cars. I'm sad to have lost a place to live there, but I signed a new lease for august once the school year starts. My friends and I have been doing weekly video calls where we can catch up and play games. It's been nice to reconnect. I’m getting really antsy to travel again, so I’ve taken to making a vision board of places I have been and places I want to go. It has been very therapeutic for me. It keeps me positive to focus on fun things like that. My mom also had me cut her hair. My dad thought it was hilarious and kept taking pictures. She thought I was taking too much off but once she saw what I did she liked it. I am very fortunate to be where I am. This quarantine has turned more into a nice break. We are so far removed from the world out here. The stay at home order has been extended to May fifteenth. May 6th I learned the skill of embroidery. We are going to the nearby state park today. I will report back on how that went. I have made travel plans for when quarantine is over. My sanity is based totally on if these travel plans will happen. I definitely will adhere to social distancing for as long as medical professionals tell us to. I am just hoping the world is back to normal soon so these travels will happen. May 10th We took a very long walk in our state park. It’s a beautiful trail. I collected so many shells. I was surprised at how many people were on that trail. There were many large groups of people too. My sister saw some people she knew that were not following social distancing. I’ve taken to bringing my dogs out onto the porch to drink my coffee with me in the mornings. It’s been a nice time to sit and watch the nature in my backyard and to be away from my phone. I’m so removed from the chaos. I feel I should speak on the protests in Lansing, but I’m not sure I am ready yet. My contacts came in the mail. We saw the palest deer that we have ever seen. It was almost white. Mother’s day went well. We made dinner for my mom instead of taking her out. I started an herb garden in some old jars. I’m excited for them to grow. �The summer classes I’m taking are going well. I can tell I am at risk of being overwhelmed if I don't work hard. May 20th I have become a coffee drinker again. I am drinking more coffee in a day than I ever have. I think it's because I stay up late, only to take melatonin to fall asleep, only to need to wake up early, thus needing coffee. May 21st My parents went to the store this morning. At six in the morning. My mom says shopping used to be fun but now it's too stressful. � 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_2020-05-21_SobaskiJenna Creator An entity primarily responsible for making the resource Sobaski, Jenna Date A point or period of time associated with an event in the lifecycle of the resource 2020-05-21 Title A name given to the resource Jenna Sobaski Journal Description An account of the resource Journal of GVSU student Jenna Sobaski's experiences during the COVID-19 pandemic. 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/4ff149228344cbe863d47c61275d0ca6.mp4 364f61f522c603de4c953e1914b6ad64 https://digitalcollections.library.gvsu.edu/files/original/2f8c75c5a5fcaa49d0bc1616b4f28cc6.pdf ec6999ce4ab82c222631ff196672e1a7 PDF Text Text Harry Sobotka (1:01:36) (00:03) Background Information • Harry was born in Grand Rapids, Michigan in 1918 • His father worked at a furniture company and died when Harry was very young • Harry’s step father worked in the mines • He graduated from high school in 1936 and worked at W.B. Jarvis as a material handler (2:09) Training • Harry joined the National Guard in 1936 • His ROTC training helped because he moved up to Private First Class • He was in the Howitzer Company in the National Guard • Harry spent one summer camp with them and then they were disbanded • He was put into the Heavy Weapons Company • They trained once a month for 2 hours and went to Camp Grayling in the summers • Harry was called up to deal with a strike at GM in Flint, Michigan in 1937 • After flint he went on extended maneuvers and was introduced to the new 2.5 ton truck • They had to fight fires at Camp Grayling (9:12) Nationalized • In October of 1940 Harry gets called up for active duty • He was sent to Camp Beauregard, Louisiana • They were there for 3 months living in tents and using WWI equipment • Harry was then sent to Camp Livingston, Louisiana • They had better tents that were off the ground • He went to New Orleans on leave • Harry was a sergeant in charge of 4 crews in the mortar platoon �• He heard about Pearl Harbor on the radio and they got better equipment shortly after the attack • When his unit was sent to Fort Devens he went to Officer Candidate School at Fort Benning, GA • He was in the 17th class of OCS and lived in barracks • Harry worked with infantry weapons and tactics • After OCS he got 2 weeks on leave and went home • He flew to Camp Roberts, CA in a DC-3, which was rare at the time • Harry wasn’t there long and then was moved to Camp Swift, Texas near Austin • He became part of the newly formed 95th division and received the recruits • They gave him a commendation for knowing how to receive the recruits • Harry was there for about a year and he got married on September 19, 1942 while his wife was living outside of the base • He was sent to Ft Sam Houston, Texas for desert training • After that he was sent to the east coast for deployment (29:15) Deployment • Harry was sent overseas on a converted luxury ship in August of 1944 • He went to Fort Winchester in England and then crossed the English Channel • They landed on Omaha Red Beach on a LST boat • Harry went towards Alsace-Lorraine and Metz • General Patton had a meeting with all of the officers and told them they would lose a lot of people • He was in charge of the cannon company that used 105mm Howitzers • Harry was the executive officer in charge of the HQ and handled 3 platoons • It was his job to decide some of the missions and keep everything supplied • They were about 1 to 2 miles away from the front lines �• After they helped take Metz they went into the town (39:50) Battle of the Bulge • They crossed a river and held their line until the Battle of the Bulge got bad and then went up to help • The weather was horrible but he had warm clothes to wear • They stayed in civilian houses and sometimes the people were still there • Being off the front lines they didn’t get shot at much and there weren’t many German planes • He had to go to Paris to make sure the enlisted men stayed out of trouble • Harry gave the men captured German money in to spend in Paris • They slept in converted hotels • He went to the Eiffel Tower and the Notre Dame Cathedral (47:15) Transfer • Harry was transferred to rebuild part of the 106th Division Cannon Company • Some men that were transferred had been sent in from other units that did not want to deal with them anymore • Harry was ordered to go to England and reconstitute people from the 550th Anti-Aircraft Battalion to go to Japan • He never crossed the Rhine River • Before getting sent home Harry went to Camp Barton Stacey (52:40) Back to the US • Harry went home on a small boat in December of 1945; the trip took 2 weeks • He was processed at Fort Indiantown Gap • On the train to Detroit, Harry got his briefcase stolen • From Detroit he took a bus home �• It had been about a year since the last time he saw his wife • Harry rejoined the National Guard • He went to work for GM for 3 months • Then Harry became a time keeper for Grand Rapids Metal Craft • He went from being the chief time keeper to a foreman • The National Guard then hired him for their technical program and he retired in January of 1975 • While in the National Guard he went to the Detroit riots in the 1960s • Harry enjoyed being the commander of the group he had first joined as a private before the war • He helped to get a new armory in Grand Rapids instead of building an expensive wall for the new highway that was going in � 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 SobotkaH Title A name given to the resource Sobotka, Harry (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Sobotka, Harry Description An account of the resource Harry Sobotka was born in Grand Rapids, Michigan in 1918. After graduating from high school he joined the National Guard. In October of 1940 Harry got called up for active duty and went to Louisiana for training. He became a sergeant and commanded 4 mortar crews. After training in Louisiana he went to Officer Candidate School. Harry was deployed to England and then landed on Omaha Beach in the fall of 1944. He went towards Alsace-Lorraine and helped capture the town of Metz. He was the executive officer in charge of the HQ and handled 3 Howitzer Platoons. Harry helped out at the Battle of the Bulge after Metz. He was sent home and discharged in December of 1945. Harry accepted a job with the technical program in the National Guard and retired in January of 1975. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army United States--National Guard 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 2008-09-09 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/de1ace9295a35a01d5fc32854fa9f770.mp4 731624cb2a842cabc8b45da37a3bc884 https://digitalcollections.library.gvsu.edu/files/original/8fe827a7b050dd4c3868d3f6cc93de5c.pdf 7d564b63263822ea87ddac827be95580 PDF Text Text Grand Valley State University Veterans History Project Buzz Sodeman 1:55:37 Back Ground information (00:09)                   Born in Saginaw Michigan at Saginaw March 3rd at Saginaw Osteopathic Hospital in 1947 (00:15) He lived in the Saginaw area till the middle of his first grade year, when his parents moved to a different neighborhood (00:23) He graduated from Saginaw Saint Mary’s High School (approx. 1965) (00:48) His father was the regional sales and service manager for the Whirlpool corporation and his mother was a nurse(00:50) There were three children in his family, a younger brother, a younger sister and himself. (1:10) After high school he attended Central Michigan University for 1 year. He went from being a nation honor society student to flunking out of college. (1:23) After one year at Central Michigan University he had a 1.9 GPA (1:38) At this time (approx 1966) men with 4.0 GPAs were being drafted. (1:40) He applied for the 120 Day delay program (1:55) When he applied for this portion the military had still been screening people. (2:09) He was told after a physical examination that he would never have to worry about going to Vietnam because his eyesight was so poor that if he lost his glasses he would have to worry about shooting his own people. (2:20) In the 120 day period between when he enlisted in the military and boot camp, he married his first wife. (2:30) His father served during World War II in the Philippines. (2:53) His father asked him, “do you want to sleep in a dirty foxhole or do you want to sleep in clean sheets?” Wanting clean sheets, Buzz was left with the Navy or the Air Force (3:01) He enlisted in the Navy (3:20) He had heard primarily poor things about the Vietnam War when he enlisted (3:30) He considered evading the draft but ultimately decided against it. (3:45) When doing the physical examination he did not see anyone overtly attempting to fail the exams to evade the draft. (4:20) Basic Training (5:17)   He reported to Great Lakes Naval Station in January of 1967 (5:20) He was placed on a bus that went from Detroit to Chicago and then on a train from Chicago to Great Lakes Naval Base. (5:35) �                  When they arrived they immediately met their company commander and were placed in a barracks. (5:43) They soon found out this was the wrong barracks and had to move to another. This happened during a horrid snow storm (the Great Chicago Blizzard of 1967). When they arrived in their barracks they simply sat on the floor with no light, no heat, and no food. (6:00) Due to frigid conditions, much of the physical training had been done inside a hanger. (7:20) His training consisted on certain classes such as Navy proper etiquette and knot tying. And even basic aspects such as how to wash clothes (7:41) To wash sheets, the men would plug the drains with the cloth, sprinkle soap on them and then tag team wrestle on top of them to get them clean. (8:10) Some skills form his training had carried over, such as he still keeps his cloths in the same order he had been trained in his dresser, or dressing in military alignment. (8:50) He never thought of himself a great acceptor of the authority in the Military. (9:17) The authority had been emphasized quite a bit during his basic training. (9:25) Basic training ended in April of 1967 (10:15) After this he underwent a battery of tests to determine what he should be in the navy. (10:20) His exam determined that he should be a bomb sight which is not a position he desired. (10:42) When he got to the Lemore California Naval Base he decided to pursue something else. (10:48) As a result of scoring highly on particular exam he was asked if he would like to go to language school. (11:34) He had his choice between Russian and Vietnamese. (11:53) He failed to take either one of these languages. (12:12) He prepared barracks for other men in VA 113 (12:42) He immediately became a plane captain of an A4 (this particular A4 was the aircraft flown by the squadron commander.) (12:50) He was then sent to Memphis, Tennessee for aircraft maintenance (ACE) school (13:31) Service in Ace School (13:40)      ACE School consisted of 8 to 10 weeks of training. (13:42) This training encompassed everything including engine repair and ejection seat operation. (14:02) He spends 4-5 months in California before going to Tennessee. (14:12) A plane captain position entailed maintenance of the planes and directed pilots when they took off. (14:23) He had no men working under him (15:03) �                     He had worked in the San Joaquin Valley in California. (15:20) When temperatures were reported over 100 degrees flights were often grounded. (15:30) VA 113 was not a training outfit (16:11) While in this position he did not want to be moved onto a flight deck location as he did not desire that work environment. (17:04) In his barracks there had been a 6 o’clock curfew that was enforced. (17:40) He recalls that most if not all his class was white. (18:32) He graduated in the top third of his class (18:40) After Graduated from AMEA School he was granted a 30 day leave before going into service. (19:18) He volunteered to serve in a base in New Jersey (19:34) Instead, he was moved to a new flight outfit in San Diego as a result of this he moved himself, his wife and his daughter out to San Diego without a home. (19:48) They stayed in a motel until a duplex was found they could stay in. (20:10) The military pay was not too bad, but goods that were available through the base were often overpriced. (20:38) He served as a plane captain on an F4 Phantom jet. (21:07) He served on the base for 6 to 8 weeks and no one on the base had an idea who he was. As a result of this he would often check in at the base in the morning and then leave with his wife and daughter to go to the beach. (21:17) Once they did figure out who he was and evaluated his experience, they soon rushed him through plane captain certification. (22:00) Soon after this, he was placed back in the shop to work on ejection seats. (23:00) Because they were a training outfit he got the opportunity to train men on how to operate and take apart the ejection seat. (23:11) He hoped he could serve the rest of his tour in the California. (24:14) While he was visiting his parents in Frankenmuth, Michigan, his mother got the orders that he was going to be sent to South Vietnam. His mother took this new very hard. (25:01) His orders dictated that due to this position he was going to need survival school training. (25:21) By knowing particulates personnel men really well, he was able to know what time to leave and what time to return in order to take 30 days leave without the navy ever knowing. (26:14) Survival School training (1969) (24:54)   Survival school consisted of 4 weeks of how to survive in very harsh condition (24:54) Part of the exercise was to be taken up on a bus to Silver Springs, California, where the men would be dropped and left to survive for 3 days. (27:44) �          The men were weighted before and after having gone on this survival expedition. Most men lost weight (28:15) Because he was headed down to “the Delta” (the Mekong Delta) he was given 100 percent class room work. (30:00) Instructors had said that there was no front line in Vietnam but only hot zones and cold zones. (30:29) He was given all his necessary shots, the worst being Bacilli. He believes that this experience gave him a very great phobia of needles. (30:43) The logic of being given antibiotics and what disease they would be exposed to had been explained to the men (31:52) The men had also been trained in Vietnamese customs (32:20) However these classes were unable to prepare him and the men for what they actually encountered. (32:40) His wife and daughter moved back to Michigan after he left for Vietnam. (32:56) When leaving from Vietnam the plane he was carried on stopped once to refuel in Hawaii. (32:13) He did not believe he would ever come back. (33:25) Service in Vietnam (33:35)              He Arrived in Vietnam in September of 1969 (33:36) He had heard a lot about the war before being sent there and he heard from men who had served in the Tonkin Gulf that numbers had been inflated and the U.S. forces were not going as well as the paper made it sound. (33:48) There was culture shock he experienced when landing in Vietnam.(34:36) He Flew out of San Francisco international Airport, stopped once in Hawaii and then landed in the Philippines. (34:58) He had arrived during the monsoon. (35:34) The flight was only for military personnel, however stewardesses were on the flight as well. (35:50) Before arriving in Vietnam all the men on the plane where sprayed with an insecticide. (36:04) His first impression of Vietnam was that it was very dirty and very congested. (36:36) Once he landed he took a bus from the tarmac to the Hotel Saigon. Wwhen on the bus he was told that the life expectancy of Marines who leave the tarmac was 15 seconds. And when they were driving if a man on a motorcycle comes by and throws a grenade at the fencing in the window he had to hit it off. (37:13) The Hotel Saigon was an actual hotel converted for military use. (38:22) He had often been called to stand watch at this hotel and when he did he was given a helmet, a flak jacket, on shotgun shell, a shotgun and a whistle. (39:00) His job was to stop men from standing in front of the hotel. (39:20) He believed that the Saigon Hotel housed all Navy personnel (40:48) �                      After staying at the Hotel Saigon for 3 days he was put on a C130 and was flown to Binh Thuy. (41:24) During his transportation he was not told a lot about Vietnam but others did not “sugar coat” any questions they asked (42:05) When he arrived at the base he was one of the first people there (a plank owner) (42:43) There was no running water but the army provided a water buffalo for drinking water (what looked like a fuel truck but filled with water. Toilets and showers however were provided. (42:49) If you were dirty and you took a shower you came out dirtier then you went in. (43:31) At one point the sewage backed up and the toilets where surrounded with near knee high sewage. (43:36) They had a bak chi (a Vietnamese term for a doctor) who instructed that he chew on charcoal briquettes to rid him of diarrhea. (44:04) Once there, he found that the planes flying from the base used a different ejection seat from the one he had trained on, so he was made into a parachute rigger. (45:13) The shop he worked in was eventually given walls and air conditioning in order to protect the parachute fabric. (45:47) He actually never worked on a parachute. He ended up working primarily on life vests and helmets. (46:20) While working on a helmet he noticed that the sunglasses portion of it had a small hole in it (a bullet hole) after further inspection he found that the helmet had the top of someone’s head in it. This helmet was then thrown away. (47:20) Surrounding the base were a concrete factory, a civilian road and an air field. (48:12) The country he described as being fairly flat. (49:34) While standing watch at the base one was able to see firefights in the forest approx. 200 yards away. (50:00) On the road next to the base he saw Vietnamese prisoners being marched down the road who were used for labor. (50:34) His base was under red alert twice when he was there. (51:12) A week after he left the base he heard of the base being breached through its front gate. (52:33) He had served watch several times while there. He was given a machine gun, an M16, a flak jacket and a helmet in a 30 foot metal tower. These watches were four hours at a time. (32:56) Underwear was a hard commodity to keep in Vietnam because if a soldier had a Vietnamese women do his laundry they would often steal underwear. (55:10) Often times clothes dry rotted fairly quickly (55:22) He had very little contact with the Vietnamese military, however he had more so with civilians. (56:22) While in Vietnam he visited an orphanage quite often and considered adopting one of the children. If he did he wanted one that looked French as opposed to �      Vietnamese because he did not want that child to grow up with children whose dad might be dead due to that war. (57:30) He would also attend some celebrations of villages where he would eat odd food such as “jungle dog” (58:30) He had only been to a bar once in Can Tho. (59:43) Once at a restaurant he ate, what seemed to be a Vietnamese’s delicacy, Pigeon Brain. (1:00:00) If a G.I. bought tea (a sort of root beer) at a bar it entitled them to sit with a bar girl. (1:01:06) The one occasion he did go to a bar he and his army friend had brought their own alcohol. However once there they had been approached by a Vietnamese prostitute who came to them completely naked. The men turned down this offer. In response the prostitute attempted to burn the men with a lit newspaper. (1:01:40) In an effort to get back to base safely, they hitched a ride on an armored personnel carrier that was passing through the town. (1:03:37) He did go into town one other time, when he was invited to breakfast by a woman who worked on the base in the mess hall. When he went there, she told him to have someone write a letter to his wife and tell her he had been killed so that he could stay with her and order her things out of the Sears catalog. (1:03:55) Entertainment at the base (1:05:00)             G.I.s where forbidden from purchasing Coca Cola, as the VC has a means of putting ground glass in the cans. (1:06:11) People and planes going in and out was fairly common however operations where ceased at night. (1:06:40) Some men on the base had large snakes. Because of this when he came back he did keep large snakes. (1:07:26) The USO came through several times while he was there. On one occasion they brought girls from Playboy and several professional football players. (1:08:25) The Miss America girls also came through via the USO. He met Miss Michigan, who was not very friendly. (1:09:04) On a weekly basis Filipino bands would come in and play at the base. (1:10:07) A steady showing of films was also provided. (1:10:32) Although he never took any sort of drug, anything a G.I. wanted he could get. (1:11:11) One of the men needed to be escorted to Long Binh prison due to his drug use. (1:11:26) Drug abuse appeared to be more prevalent among the African American Navy personnel. (1:12:12) Alcohol was very prevalent on the base and consumed by most of its occupants. (1:12:23) Drinking was more common at the beginning of one’s service than near the end. (1:13:12) �                 During Christmas the base had a tree, chocolates, and Kahlua. (1:14:00) Although he did not firsthand witness it, drugs must have affected the performance of men somewhat. (1:14:35) He was labeled a racist after a black service member told him to do his laundry and he said, “No, I’m not your nigger.” (1:15:09) In 1969 he went flying and got lost over a stretch of forest. During this flight they picked up a wounded soldier and a Vietnamese woman who was pregnant (1:16:00) Morale, particularly with in the paraloft, had been fairly high. (1:17:08) In order to scare an officer who had stated he missed his wife but then lived with a Vietnamese hooker, Buzz placed a smoke grenade under his jeep so that when he started it he would be frightened. (1:17:55) This officer kept his hooker on the base. (1:18:54) Change in personal was quite common as service there was fairly short (approx. 365 days) (1:15:09) For his final 4 weeks there he ate of a palate of LRPS (long range patrol meals) as he feared the food made by some Vietnamese woman in the mess hall would be poisoned. (1:20:09) The Jack Staff news paper gave an accurate account to men as to military progress. (1:21:30) Action had been evolved around him. The Brown-water Navy had visited his base server times. (1:22:23) While soliciting a prostitute a G.I. had his genitals severed by a Vietnamese hooker. The following morning a military force followed the blood trail the man left back to the bar and burned it to the ground. (1:24:28) Most native people as a whole appeared glad that the military was there. (1:25:03) G.I.s were to watch children because often times they would place razor blades in their hands so that they could cut GIs clothes to get their money(1:25:17) There were about 900 kids in the orphanage he visited. (1:27:44) The only phone call he was allowed to make while on base was that to ask his father for the washers and dryers for the orphanage. (1:28:08) Some men on his base had taken Vietnamese wives. But not many. (1:29:40) Post service. (1:30:00)     It took a whole year out of his life, and while its effects had not been known while there once he returned home the effects of his service had been evident. (1:30:10) He left on schedule to return home (September 1970)(1:30:30) When attempting to travel back he was forced to wait on the plane for approx. 1 hour. He feared the plane was going to be attacked during this time. Once it lifted off, the flight took 18 hours to San Francisco California. (1:31:24) Immediately upon deplaning he went into a bathroom and changed into civilian clothes. (1:32:36) �   His orders directed him to go to Chicago. However he had a four hour layover. (1:33:38) When he met his father and first wife after his service they failed to even recognize him due to the amount of weight he had lost and the amount his skin had tanned. (1:34:17) The navy offered him his second class petty officers stripes and then offered him 10,000 dollars tax free to reenlist in the navy. He chose not to due to his lack of interest and the fact that he had a family. (1:35:18) Effects of his service (1:36:00)        His return was very difficult with his family as he found he had missed so much growth (especially with his child) and they he had disrupted their routine. This ultimately resulted in them growing apart. (1:36:22) After at the beginning of his second marriage his new wife suggested that he might have PTSD. Initially, he was told that he did not (1:37:34) He was diagnosed with prostate cancer and treated. The VA covered the coast of part of this treatment. (1:38:00) After this diagnoses he went to see another psychologist and it was confirmed that he did in fact have PTSD, some mild anger issues and perhaps some survival guilt. (1:39:30) He was recently diagnosed with type 2 diabetes.(approx. 2010) (1:40:24) He was diagnosed with Baric Esophagus (believed to be due to the dust from the cement factory he was next to.) (1:40:40) The medical effects that he noticed during this year has left him angry with the military and the VA (1:41:26) Physiological effects and PTSD (1:41:40)      His anger has been known to get the best of him in situation such as sports games. (1:41:50) At one occasion when he had been at a Yankees game he began to hyperventilate due to the about of strangers who had been there. (1:44:00) He thinks that much of these problems had been as result of the lack of trust of both the civilians and Navy personnel in Vietnam as well as the constant threat of being under attack(1:45:00) He finds a bond with the veterans around him however he would not ever call them brothers. (1:46:11) His initial dream was to graduate college, become a history or biology teacher and perhaps even coach football. But his experiences in Vietnam crushed these dreams (1:47:43) �        His way to cope with conditions that he didn’t know he had for 20 years was to stay busy. He wrote 4 books that were published as well as worked for a hockey team (1:48:00) After a while he did not put Vietnam veteran down on any job applications as it often lead employers to assume that he was a druggy or that he had killed babies.(1:49:22) The first symptoms he noticed were night sweats. (1:50:16) He finds that he is always very attentive to his surrounding when in public due to his lack of trust of people. (1:51:15) The things that bother him the most are Taps and God Bless America but not the 4th of July. (1:51:47) Because of his time spent there, it was ruled that he was exposed to Agent Orange.(1:53:03) He supports the troops however he does not support the governmental evolvement in Iraq. (1:53:40) He dislikes the commercials in which the service men come home and are rewarded with tickets and gratitude as no one had done that for him. (1:54:37) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SodemanB1331V Title A name given to the resource Sodeman, Harold "Buzz" (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Sodeman, Harold "Buzz" Description An account of the resource Buzz Sodeman served in the U.S. Navy from 1967 to 1970. After serving for several months as ground crew on a Naval Air Station in California, he was sent to Memphis, Tennessee, to train on ejection seats. From there, he went to San Diego, where he maintained aircraft and trained other personnel on ejection seats. He was sent to Vietnam in 1969, and served his tour at the Naval base at Binh Thuy in the Mekong Delta, where he worked as a parachute rigger. He describes daily life there in some detail, and also discusses some of the physical and psychological issues that he had after his return. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Navy 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 2011-12-06 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/8fbb013aaf258fcd7211a19f66c31ff9.m4v 054b120bb41c46a914ab0f99c5158281 https://digitalcollections.library.gvsu.edu/files/original/7f0f957ecee1f7f2b9c8fe0cf04464f9.pdf 01c3e727866870a1f702c39ed71021b8 PDF Text Text Grand Valley State University Veterans History Project Interview Afghan War Nicolaus Solecki Length of interview: (1:48:36) (00:00) Early Life     Nic was born in October 1990 in Flint, Michigan He attended Flushing High School and graduated in 2009 Nic’s mother was a barber and his father worked for General Motors On September 11, 2001, Nic was in middle school o All the students were sent home that day o As the wars in Iraq and Afghanistan progressed, Nic paid close attention o Several of the boys from his town took part in the first and second battles of Fallujah (2:15) Military Life      After he ended his senior football season, Nic and a group of his friends decided to join the marines o He had a family friend who had graduated from West Point and was serving in the army; however, this was the only positive insight he had. This influenced his decision to join the marines o Another reason he joined the marines was to get his schooling paid for by the G.I. Bill A recruiter offered Nic an armorer position (of which only three were available in the country) but Nic wanted to join the infantry and fight Nic left for boot camp in San Diego on August 2, 2009 o When he arrived at the airport a drill instructor walked in and herded them to a bus. All of the recruits had to sit on the bus with their heads down When they arrived at their destination, all of them had to remove all personal items o All of the recruits were given a buzz cut, and basic military clothes and shoes. They were not allowed to sleep for the first 24 hours because the drill instructors were trying to reset everyone’s body clock (11:30) Training occurred in phases o In phase one, the drill instructors emphasized discipline and breaking down the recruits by exhausting them o The second phase (week 5-8) involved building the recruits back up in the ways of the Marine Corps. In this phase, they went to Camp Pendleton to go through rifle qualification training �         When a recruit joined the marines, a schedule was set which extended to their graduation date o If a recruit was injured, there was a significant period of time he was allowed to heal before being placed in another class Nic graduated basic training on October 30, 2009 o When he graduated, he was given a 30 day leave in which he was required to help marine recruiters In the beginning of November, Nic was sent to SOI (School of Infantry) o This is where particular infantry roles were assigned and trained for o Shortly after starting SOI, Nic was given another block leave for Christmas. This was the second significant leave he was given in the five months he was in the Marine Corps (19:20) Nic’s particular designation was an 0352 Anti-Tank Missile man o In SOI, he trained on medium and large, anti-tank missile systems. He also trained on the Javelin and Sabre missile systems o Although the enemy the United States was facing didn’t have the technology that the Americans had, they still had vehicles that made these missile systems necessary. In SOI, Nic and his comrades learned how to operate in small fire teams. In total, the training lasted for 2.5 months After SOI, Nic was sent to Twentynine Palms, California o Twentynine Palms was a large and empty place in the middle of the desert o He was placed in a weapons company, 1st Battalion, 7th Marine Division. A lot of the men in the unity had just come back from Iraq (29:00) There was a significant amount of hazing that occurred when Nic joined his unit o New replacements were often made to clean things and stay awake for long periods of time. However, hazing was something largely frowned upon in the Marine Corps. This was largely due to severe incidences that command didn’t want repeated o Ownership significantly influenced behavior in the Marine Corps. Officers of all ranks were responsible for the actions of their men, If they behaved badly, the leader took responsibility Throughout their stay at Twentynine Palms, there were a lot of brawls between Platoons. These often began when one marine insulted another and friends got involved. These fights actually built comradery within units Late in the summer of 2010, Nic was sent to Okinawa as part of the 31st Expeditionary Unit o This was shortly after North Korea had sunk a South Korean frigate off of their coast. Nic spent 3 to 4 weeks on Okinawa before getting on a ship headed to the coast of North Korea where they stayed for 2 weeks. One of the companies assisted in training South Korean troops o They also traveled to the Philippines and helped train troops as well as provide relief after a typhoon �       During this period, Nic also took part in jungle training o This was difficult because it was always very hot. There were occasions when he had to survive for an extended period of time without most of his gear. He learned how to build shelter and what foods to consume when regular rations weren’t readily available Nic’s ship, the USS Harpers Ferry, held hover craft which were used for beach landings o A lot of the exercises he went on utilized these hovercraft They worked with foreign troops from Guam, Japan, South Korea, and the Philippines (42:40) When Nic’s unit was in the Philippines, their base was set up near a small town. The people living in the town were very poor; many of them didn’t have proper clothing. These conditions gave Nic an idea of what to expect in Afghanistan o He had to sit through a lot of briefings on sexual assault and general safety because American soldiers had conducted themselves poorly in the past o In general, Nic and his comrades had a lot of time to themselves when they were on the ocean; they often called it the “Booze Cruise” o A lot of the work Nic did in the Philippines involved moving supplies into nets so that they could be air lifted o He was on the ship until January or February of 2011 After he returned to the U.S. Nic had a short leave before he reported to an anti-armor leaders course, where he achieved the rank of corporal When he returned to his unit, they had received three replacements. Another company (Animal) had received far more and was at double the normal company strength of 120 men o Command was beefing these units up so that they would be better suited to train Afghan soldiers. Four teams were set up, two would help train the Afghan Army, two would help train the police force. MPs were also attached to these units o Nic was pulled into Animal Company as a squad leader (Animal Company, Army Team 4, 2nd Squad). Each team would pair with a company of Afghan soldiers (50:50) Nic and his unit spent most of 2011 preparing to go to Afghanistan o One of the first things they did was go to Bridgeport, California to become acclimated to the sort of terrain they would be operating in o Once he returned to Twentynine Palms, Nic was put into Animal Company. After being reassigned, Nic and his comrades took a month long course in Dari, a lingual dialect spoken in Afghanistan o Afghan civilians would come in and take part in simulated operations. They would only speak native Afghan languages o The final stage of preparation was called Mojave Viper, a one month training exercise in Twentynine Palms. After Nic had completed it, he had a few weeks of liberty before shipping to Afghanistan (55:00) Afghanistan  Nic boarded a Delta airliner in California and was flown to Germany where he got on another plane headed to Manas Airbase in Kyrgyzstan �         o All troops going to Afghanistan went through Manas. They spent a week there to adjust to the climate and the time zone. o After a week in Manas, Nic was taken to Camp Leatherneck in Helmand Province, Afghanistan After spending several days at Camp Leatherneck, Nic was flown by chopper to his area of operation o Unfortunately, he was flown to the wrong forward operating base (FOB). He was taken by truck to FOB Alcatraz in northern Sangin. Nic’s platoon was attached to an Afghan Army unit there. Dog Company (Nic’s old unit) was also stationed at Alcatraz Half of Nic’s platoon remained in FOB Alcatraz while Nic and 12 other men were positioned at a small patrol base (PB Watson) 30 minutes away When they arrived in Sangin, the 3rd Battalion of the 7th Marine Division were rotating out. They helped incoming units learn their jobs The Afghan soldiers were high a lot; the first Afghan soldiers Nic saw were carrying a large garbage bag of marijuana into a hut o Nic and those in his platoon had a hard time trusting the Afghan soldiers. There was only one that they allowed into their living area o They knew that some of the Afghan soldiers were Taliban informants. The only reason that they weren’t arrested is because the Americans were getting a lot of intelligence from their cell phone activity (1:05:30) At the patrol base, there were 23 Afghan soldiers living with them; those who were suspected of being informants were kept close so the marines could watch them Nic and his comrades worked with the Afghans and their goal was to get them to a point in which they could operate on their own. o The incompetence of many of the Afghan soldiers prevented the marines from allowing them to take the lead. o Many of the soldiers we paid infrequently because their commanders would not distribute the funds given for payroll. Many of the Afghan soldiers were paid far less than they were supposed to because commanders often stole their money There was quite a bit of enemy activity during Nic’s deployment; however, the Taliban were careful not to shoot rockets at the marines because they were located close to a large amount of poppy. o Poppy fields were very important to the enemy. On one occasion, Nic witnessed a bulldozer driving into a poppy field. The silence that had lasted the whole day ended with a firefight, in which the enemy fought to protect their crop. The enemy often refrained from engaging the marines. Instead, they waited for Afghan soldiers or police to fall into an ambush. Nic and his comrades were not always able to help their Afghan allies because they wanted the Afghans to handle problems on their own Villagers were often helpful in pointing out IEDs because they didn’t want the marines walking through the middle of their poppy fields �            (1:13:30) A major flaw of the advising was the fact that a lot of the marines were not patient enough to carry it out effectively. A low-ranked marine was more enthusiastic about fighting than working with the locals Despite the issues in this advising effort, they had fostered good relations with Afghan commanders, allowing them to work through many of the problems they faced About five months into the deployment, the marines were told that they were pulling out of PB Watson and consolidating all U.S. and Afghan forces at FOB Alcatraz o During Ramadan, the Afghan soldiers were fasting in the high heat (over 100 degrees). Issues arose when several marines began to purposely chug water in front of them. When a fight broke out, one of the marines claimed that one of the Afghan soldiers tried to kill him o There had been several “green on blue” incidences where sleeper cells within the Afghan army had killed marines. When the fight occurred, the entire base went on alert because they believed this to be a similar incident As a result of this incident, all of the marines left Alcatraz and went to FOB Jackson (1:21:00) The Helmand River flowed through their area of operations. They called the area across the river “Indian country” because it was under the control of the Taliban. When patrols were conducted, there needed to be a total of 12 men, four of whom needed to be marines o The Afghan soldiers were often high but the marines tolerated it as long as they were doing their jobs o They didn’t make much contact with the Taliban; however, when the Afghan soldiers went out alone, they were often engaged o The Afghan soldiers were often able to use American transportation (such as helicopters) when going into the field with the marines Translators came from the United States (belonging to immigrant families) or local areas. Those who came from local areas were often working so that they could earn the right to move to the United States When Nic moved back to Alcatraz, he took part in the normal patrols and guarded the base On one occasion, supplies were accidentally dropped into Taliban country. Whenever Nic and his comrades saw American supplies on the ground, they refrained from toughing them because the Taliban were known to booby trap items such as MREs When the marines reduced their presence in Sangin, the Taliban began to operate more aggressively because the Afghan army weren’t able to hold them back as effectively as the marines While he was in Afghanistan, he was able to call his family on his satellite phone. However, they had to go on a roof to get a good signal; this made them targets for the Taliban (1:36:42) Nic was in Afghanistan for seven months. He got back to the United States in October 2012. � They were replaced in Sangin by the 2nd Battalion, 2nd Marine Regiment. Although Nic and his unit stayed for a short time to advise their replacements, their advice was largely ignored (1:40:20) Back in the United States    Before they were sent to Twentynine Palms, they spend a week at Camp Leatherneck learning how to readjust to civilian life Nic was released from the Marine Corps in March-April 2013. The first thing he did was spend a week in San Francisco before driving across country to Michigan. He spent the summer readjusting before starting college at Grand Valley State University. o PTSD was an issue for many men and women coming out of the military. For Nic, the skills he learned in the Marine Corps (organization and discipline) helped him land on his feet. Nic is studying international relations with a minor with a minor in international business. He has also studied abroad in Poland; he plans on going into the field of business � 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_SoleckiN1821V Title A name given to the resource Solecki, Nicolaus (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-02-12 Description An account of the resource Nicolaus Solecki was born in October 1990 in Flint, Michigan. He joined the Marine Corps after graduating from Flushing High School in 2009. After his basic training, Nic was stationed in Okinawa, Japan from Okinawa, his unit (1st Battalion, 7th Marine Division) was sent to the coast of North Korea, as well as the Philippines. In early 2012, Nic's unit was sent to the Sangin Province of Afghanistan. His mission was to assist in the training of the Afghan National Army this task was made increasingly difficult by lack of operational effectiveness that the Afghan soldiers often displayed. Nic would return to the United States in October 2012 and enroll at Grand Valley State University. Creator An entity primarily responsible for making the resource Solecki, Nicolaus Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Afghan War, 2001--Personal narratives, American United States. Marine Corps Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/8f21ace56fb55b08f2f26289e7195ff7.pdf f1f6379686ea07710856d139ff23c536 PDF Text Text Speaking Out Western Michigan’s Civil Rights Histories Grand Valley State University Special Collections Interviewee: Ivo Soljan Interviewers: Logan Knoper, Alyssa Hall, Tim O’Neil and Tierra Jackson Supervising Faculty: Melanie Shell-Weiss Location: Grand Valley State University Special Collections Date: 2/23/2012 Biography and Description Ivo Soljan compares and contrasts the different countries that he has lived in. Transcript O’NEIL: Ok, we just need you to say what your name is. It’s lvo Sol SOLJAN: Ivo (EE-VO). That’s how you pronounce that. O’NEIL: Oh, I’m sorry SOLJAN: That’s ok. That’s Ok. Some call me even “Evil”. Don’t do that. Ivo Soljan. O’NEIL: Ok, could you say that just once so we have a SOLJAN: Ivo Soljan O’NEIL: Alright. SOLJAN: OK. O’NEIL: So, could you give us, like, a basic biography; where you are from, how you got to West Michigan? SOLJAN: Yeah. Born about 85 years ago.{laughter} No. Born about sixty four, right now, an old guy. Came here to Grand Valley in 1991. So it’s been twenty years now. But I was in connection with Grand Valley even earlier than that because my university in Europe where I taught, and Grand Valley used to have a very fruitful exchange program. It was the University of Sarajevo in former Yugoslavia, in Bosnia. And it was established as one, probably the first exchange program between Grand Valley and some other university overseas. And in ‘75, 1975. So I participated in a number of activities the symposia every second year, either at Grand Valley or over there in Europe, and also there was an exchange of students here. So I was really quite engaged in that, so when there was a war which was kind of a serious war I needed a place to continue my life, and applied, and was invited to come here, and to be interviewed. {Iaughs} Page 1 �O’NEIL: {laughs} Yes. You mentioned overseas. Could you give us, like, a country? SOLJAN: The country, as I mentioned, the country is formerly Yugoslavia, which doesn’t exist any longer. It fell apart during that war because it was it was an artificially created country. Like Czechoslovakia, or a number of- or even the Soviet Union if you ward. it consisted of six republics, like six states in the United States. And, so it was a unified country, but it didn’t really function quite well. and there were very strong movements within the country to kind of, coming from different sides, to get independent and kind of break that united kind of somewhat like the American CMI War, and perhaps even in terms of if you compare that in terms of the number of the dead and the victims it’s pretty comparable. In Yugoslavia, about 200,000 people died and in America, about 600,000, but, if you compare the populations, it would be pretty much the same ratio. So that’s the country. And the city, as, I mentioned the city that I lived in, I wasn’t born there, but I taught there for 20 years, is the city of Sarajevo, which is often it often used to be mentioned at least when you were all toddlers because when the war was there the city was besieged for three and half years. It was really in very, very bad shape. A lot of people died. — O’NEIL: Logan, do you want toKNOPER: Well I mean we can just start little bit about the city you were born in and about your childhood over there, growing up. What was that like? SOLJAN: Mm-hm. Yeah. I was- I’m sorry I have a lot of stuff upstairs, but I couldn’t really prepare- The city I was born in is, it’s kind of a funny name in English, it’s called “Split”. but it’s not really Split, though I occasionally joke that I’m a Split personality. {laughs} But the thing is that it’s a Mediterranean city on the coast of thethe sea that is part of the Mediterranean and that sea is known as the Adriatic, Adriatic Sea. That’s the sea which is probably somewhat bigger than Lake Michigan. And that’s the sea where Venice is so that particular part. I was born there, virtually with my feet, you might say, in the sea. My father was a marine biologist. He led a significant marine biology institute there. So my first ten years of my life were really just- kind of swimming if you want. KNOPER: Yeah. SOLJAN: Yeah. For some reason, we moved to Sarajevo, which is inland, but it’s not very far inland. It’s probably about three hours drive. O’NEIL: Okone of the big buzzwords of the assignment: Identity. Is there any, like, specific things that you can think of about how moving to West Michigan has shaped your identity? SOLJAN: Yeah O’NEIL: I mean, your sense of humor seems very- relatable. {laughs} SOLJAN: {laughs} Thank you. Well, things, any change is a change, and initially it wasn’t easy because we, in that kind of panic, and it wasn’t just panic, it was actually well calculated. We went to holidays, basically, trying, hoping that that war would finally be stopped by the European powers in America, but it wasn’t completely for four years. So that, we basically left everything. All of our possessions, our Page 2 �assets- home, just name it. Our library, all our investments in the retirement funds and so on, just was wiped away. So, west Michigan, or rather Grand Valley I should say, has always been a nice place to us. Before coming here permenantly as a (?) scholar I spent a year in California, then a year here, and I was always very friendly with a lot of people around here among the administration and the professors. I taught english, in fact, in ‘89 and ‘90. I was very friendly with President Lubbers. I don’t know whether the name at all, but he used to be- he was our first president- oh, actually the second, but I mean the first, in that he was 32 years on the helm of Grand Valley. So it’s- in many ways it’s been a soft landing and it’s been a soft landing also becauseboth my wife and I are in English studies, so english really wasn’t a problem for us. it’s not like you find yourself suddenly on Mars Something wenot only we could – I mean, because of our qualifications would could actually teach (laughs) American students how to speak proper english. ALL: (laugh) SOLJAN: So our english- our english used to be prominently British english. And some of that is still probably noticeable in my pronunciation, but I’ve been teaching for twenty years, so it’s been lost. Our children also spoke english and they liked it immediately It was fine. We knew- it was it wasn’t like falling from the moon. We lived in California one year before that and then Grand Valley another year. Then we went back home for just one and a half year. there were significant political things that were happening there we wanted to participate in that, and, it was realized that it was going to be much more painful than we expected. So we came here and Grand Valley, - from our first, we lived in Grand Haven. And it’s a great place too. It’s a small city, or rather “tn-city” as they call it. And found plenty of friends, very manageable. We lived- all our lives we’ve lived in big cities. I mean, Sarajevo is half a million or more than that and in other in London, in- just name it- but we like the- especially now when the children have gone. they got married and have families, so it’s easier. It’s kind of nice to live a rather simple life. If we need entertainment, it’s mostly in terms of music, opera, stuff like that. Or lectures. This area offers you plenty. It’s just amazing how much you have here. The colleges, there’s Aquinas and there’s Calvin and there’s Hope and there’s Grand Valley, you just, - plenty. So we don’t miss that, I mean that is something that is plentiful here and we enjoy that. There are plenty of opportunities. KNOPER: You mentioned you were, your dad was a marine biologist and you loved the water and stuff, so Grand Haven do you—? SOLJAN: -Oh yeah! Oh yeah! We often actually refer to the lake as “the sea.” “Oh, look at the sea today.” It’s kind of automatic. Oh yeah, it’s lovely actually We just like it, the- well, what we miss in fact is thekind of this smell of the salty sea. Otherwise it’s just lovely. Yeah, we enjoyed it. O’NEIL: You mentioned a couple kids? maybe — SOLJAN: Yeah. There are a couple kids, in fact well, they will be kids forever. (laughs) But the son isthirty, thirty one, and my daughter is thirty six. he lives in New York and he completed his studies here. It was half price. So why not? (laughs) ALL: (laugh) Page 3 �SOLJAN: He studied- he studied English and Spanish and ended up in film industry. he is really a smart guy and he elbowed his way into the film world. He is a producer in New York and kind of makes a big buck. He enjoys- his wife is fine. They have a little kid, little Allegra, who is a year and a llttle bit more now. Now the daughter is in the Hague and she is a very smart woman. She is a lawyer by profession. And she works for this international court for war crimes, in the Hague in the Netherlands. Her husband is Dutch too. And so, they have one kid, they have a little- little girl, little Nora and they are expecting a second one in May. So things are- they are well placed. They seem to be happy in their lives. But of course, kids are kids, as all too well. (laughs) O’NEIL: Just little details: were they born here or—? SOLJAN: No, no. No, we came here- I was nearly, I was forty three, four, something like that. They werethe son was eleven when we came here to stay. Although they were, as I mentioned, we were here before so when he first visited he was eight. But he was eleven when we came to stay and the and the daughter--. They had five years difference, so she was, well, sixteen. So she completed the final year of the senior year of high school here then went and did her studies at Massachusetts at a rather small college and went to NYU, New York University, to complete her legal studies. O’NEIL: Ok, so we’re going to bounce around a bit here SOLJAN: By the way I’ve never been on drugs. ALL: (laugh) SOLJAN: -for the record. KNOPER: Oh well that question came later- (laughs) SOLJAN: I’m very healthy. O’NEIL: Have you lived anywhere else in the United States? I’m sorry if I missed that detail earlier. SOLJAN: Well I did mention it earlier- We lived in Irvine, California, which is kind of a broader, metropolitan L.A. and we lived there for a year. I was a Fuibright scholar doing my post-doctoral work. that was about twenty two years ago. I enjoyed that very much, that was very nice. But otherwise, no, no, we didn’t really. We kind of stuck here. I was traveling a lot all over America because I worked. I used to work during the summers for the US State Department and they- the assignment would usually be to take the European delegations for three week visits to America. So in that capacity, I was contracted by the State department probably for about, at least thirty five states. I was going all over America. I haven’t seen Hawaii. I haven’t seen Alaska, but otherwise, — O’NEIL: Is there anything you noticed about the people in those areas of the country? Like, the way they treat you or other people around them? SOLJAN: Mmhm. Oh well Americans are very, very hospitable I must say that Well, I must in other parts of the world too We often hear about the English being cold and reserved We lived in England for four years all together, off and on. the English can be {hospitable} also— it’s just a question of they don’t hug Page 4 �so much, like we in America. They tend to be kind of private and they have a little suspicion if you hug them too much. ALL: (laugh) SOLJAN: But otherwise, no. we know other nationalities. We also spent time in Italy, and we have friends in France and so on. So, people are- you find good people and friendly people everywhere. And you find also, I don’t know, I wouldn’t call them “bad” people but, the people you wouldn’t gladly spend time with. You find them everywhere. O’NEIL: The less nice. SOLJAN: Mmhm. O’NEIL: Ok, continuing with the civil rights topic, like how people treat each other- has anyone, like you or your family been — SOLJAN: Mmhm. — Welt, no. We’ve never really— As a matter of fact we’ve been treated always as if we were special. The one thing was the compassion, the fact that they knew that we lost everything and were the victims of the war in that sense. So they extended help, “Whatever you need..” and so on. Always only positive. But then of course, I think it’s always mutual. We’ve always treated people very very nicely. And I think it’s, it’s a very simple rule it’s kind of the “the rule of thumb” as they call it. “You treat me well, I’ll treat you well.” There are of course, there are segments of any population and you see, we had this civil war which was- terrible, where some of my— very close friends ted out to be war criminals. Kind of— participating in—slaughters and what not. So you never know. Things happen in life. But to us, it’s been a— a very good experience. I might even say blessing. our children had a- stable place to continue their life. We enjoyed- our life back home was very good. I had very good- I worked at the university and taught there for about twenty years and was highly respected. My wife, she was a high school teacher and then editor later on in a publishing house. So, it was a good life. But then suddenly, everything just caved in. So you change everything. You adapt. The most important thing is to be able to adapt. Accept what life brings you. O’NEIL: Were there any people in particular that affected your thinking about- particularly ethnicities or genders or religions? SOLJAN: I wouldn’t say so. we as a family are catholics and of course in America the church life is - in contrast to many, MOST, of the rest of the world. It is one of the hubs where people, I mean very often you have the impression that it’s more of a- club. You cannot feel that so much because you live here but if you go to other countries, there’s much more indifference, Americans on the whole are very religious. At least they say, or at least they think they are. But for those who go regularly and attend churches it’s often really—companionship, more- I don’t know. I don’t want to be nasty, but sometimes it’s not really something profoundly spiritual at it is just getting together, having donuts and coffee. Well, there’s nothing wrong with that! After all, the relationship, the companionship is religion. get together and be together and help each other. So no. I must say-well, I’ve come across bigotry, there’s no doubt. Not against me, but I’ve heard where people are speaking about the blacks very very, - in a Page 5 �way that you don’t like to hear. Or others it’s not just blacks, it’s- but then, these are the people that, you normally wouldn’t associate yourself with anyway. And you’ll keep them at arm’s distance. So there is, sadly there is still- you know and that’s part of my— You asked me, or whoever did, in my Anthropology class—, I have a pretty big political experience. I participated in a number of political events here in America, and back home. One of them was peace negotiations in Dayton, Ohio. You weren’t born, or were little kids so you don’t remember that. It was November of ‘95, which actually ended that war in the Balkans. It was a very exciting thing to see all these, kind of, dignitaries . And I was invited by President Clinton actually to go and accompany him to go to Bosnia on Air Force One to visit the troops So then, you find wonderful people and of course you find people who would definitely need some— re education. Especially in the sense of the feelings of superiority, but you have that in other countries too. The thing that particularly hurts me, because I’m an American, we got American, nationality in 2001 so it’s been ten years now, is that especially now the treatment of the people of the middle east. The Muslims and the— there is this rather unjustified sense of superiority “These are the primitive guys that have to give us our oil, because that’s our oil. If not we’ll kick some butts.” ALL: (laugh) SOLJAN: So, this whole ideal - and that’s very often actually articulated as “ugly American” or “arrogant American”. There is that. You find that also that some people I’ve met that belong to the militia the Michigan Militia. There is a lot of bigotry there. I won’t say that, at least publicly they’re not Ku Klux Klan, but a lot of their thinking is along these lines. KNOPER: So what would you say in the big scope the “American view” of other cultures or other countries versus your country’s, or Yugoslavia’s view, or the world view? How would you compare their views? SOLJAN: Well, again I must say, sadly, because America is such a huge country, and such a huge potential economic and whatnot, Americans are very ignorant. That’s one thing that, well, you are privileged because you come to college and suddenly your eyes open. But it’s just —what’s Jay Leno’s—, there’s a part of the program he does every several weeks where he—”Jaywalking” or something like that, where he confronts these youngsters and asks them “What is the capital of America?” “Puerto Rico!”, these guys know nothing! No history. Sadly, it’s the consequence that these subjects are being removed. “Oh, do we need that? We’re a big country. We’re so important.”, but it really, —it closes your horizons, and that’s not good. I just, right now, an hour ago, or two hours ago— there was a lecture in Kirkhof center. There was a guy from one of the universities in Pennsylvania talking about American politics and policies in the Middle East. And it’s defeating to see that most Americans don’t even know, after ten years of the war in Iraq, “Where’s Iraq?”, and stuff like that. Not interested!, American population, like so many others, and I see that actually being spread all over the world, that’s the very strong, American consumerism. People are primarily consumers. Buy, buy, buy. And in a number of homes you don’t have books at all. A book is a rarity. There are televisions perhaps in every—there’s a plasma in every room, and then there are eight hundred channels but seven hundred ninety-nine are nothing something like that. So there’s a huge offer on the market, but very little- very little selectivity. That should be and that could be. I know that from the education of my kids and I Assume you are in the same thing. If you try and you get good direction from your professors and the surroundings where you are, America can Page 6 �easily produce brilliant kids, brilliant experts. But a lot of that is basically just buy your car, buy your home, go and spend some time—a lot of time in casinos and go to Las Vegas, that kind of stuff. In order, politically speaking, in order actually to keep social unrest controlled—because there is a lot of reason for unrest—there is a huge difference in income that’s a problem right now, so huge it’s just unbelievable. In order to keep people peaceful, give them things to buy! That’s exactly what President Bush after 9/11 just said, “Oh,”, “go out and buy! Go out! Shop!” (pause) SOLJAN: Anything else guys? O’NEIL: I have one little thing SOLJAN: A couple of jokes from Bosnia? ALL: (laugh) O’NEIL: If you want, go ahead! (laughs) You’re clearly very well-read, being an english professor and knowing Shakespeare and everything, is there any particular work of literature or art or a book or a movie that influenced your perception of people? SOLJAN: Yeah, well all literature is about people, so there’s no doubt about that, even when you cannot project it and very often that (?) it’s always about people. And even if they have these horns, different (?) on their heads and what not, three heads and what not, they’re people, because human psyche is the same otherwise we wouldn’t understand. these creatures that are just a blob of energy, even they love or hate or something. but literature in general is just a—wonderful tool of understanding, learning and learning about your life and the life of those around you, but Hamlet is of course one of my favorites but there are so many others. The list is just huge. O’NEIL: This is just my personal curiosity, but you said you were on Air Force One? SOLJAN: No, I was invited to go there; I had to miss it, because I had separate problems here at Grand Valley at that time so I was really engaged deeply in resolving that first. But it was I got the White House invitation that said will you go with the President and work and be his interpreter over there, which is kind of a very, very wonderful I just said that after “How stupid of me. I should have done that, and remain in the White house! No, but, I’m here in Grand Valley. O’NEIL: Well I’m glad you stayed. (Laughs) Another little curiosity—how many languages do you speak? SOLJAN: Well, my native tongue is known as—its a Slav language like Polish or like Russian. It’s called Croatian. O’NEIL: Okay! SOLJAN: —l can tell you a little bit here, so you have that there for curiosity. . (Speaking in Croatian) “What would you like me to tell you? If you want I can tell you all sorts of things.” Thats what I said. Now, that’s Croatian. Then English—English of course—English is not my mother tongue, but I’m pretty Page 7 �fluent in English. And I speak Italian. Can read Spanish--I can pretty much atone with French. it’s pretty much a common thing with intellectuals in Europe. They speak— they’re small countries, so you need -it’s not like it is in America where you travel two days and you’re still in America. Ya, or three days even, if you go by car. Over there you can—there you can go through three or four countries and with different languages. That’s what I mean. KNOPER: Yeah I know, like my friend from—he’s in Czech Republic, and I mean all in Europe they like teach English. They have English along with their other stuff. SOLJAN: Oh I know. Absolutely. When I started, it was pretty new there at that time, because it was not so long after the second world war, but we started when I was like ten years old—and it was full eight years there. So after that—well even so some of them would never—, it just depends on how attentive you are, and you must pay attention or otherwise it doesn’t go into your head by itself. But yeah, that’s it. And then normally you just pick up a couple of others at least so much that you can make yourself understood and can read popular things and so on. O’NEIL: do we have most of our—at least all of— KNOPER: Yeah we pretty much got through everything. I mean we covered the views—we can talk about the past I guess, but — SOLJAN: I got something of my past; I never killed anyone—but I might! (All laughs) KNOPER: oh. (Laughs) Hopefully no one in this room! O’NEIL: Yeah! (Laughs) KNOPER: So like what about your—you mentioned you came over here at age forty-something— SOLJAN: Forty-three, yes. KNOPER: Forty-three. What kind of like—in your teens—what kind of things were you like going— were you interested in. Did you go to school at Grand Valley also? SOLJAN: No. You mean myself? KNOPER: Yeah, like in college and all that stuff. SOLJAN: Oh no! No, no. I got my education in Europe. So I completed my—I got my higher degrees in England. So I lived in England. And in a sense—and of course England is quite different from America, but America is much more unified so to speak—i mean McDonald’s everywhere Taco Bell everywhere, and four kinds of gasoline everywhere. But no I came here, as I say after being really rather thoroughly familiar with American way of life and American culture and American history, that’s another thing that I often find frustrating here when I ask my students about American history. O’NEIL: A bunch of blank stares— Page 8 �SOLJAN: Yeah. My usual joke is “Was it before Vietnam or after Vietnam?” Something that happened like three-hundred years ago. So as I say, the only psychological shock was the feeling that you lost your country, that you’ve lost all the things you’ve been building through through twenty-five, thirty years— and that you have to start from—even though we’ve been many places in the world, it’s kind of tough initially. You have to accommodate yourself and say well that’s it now so it’s being here. And we didn’t come, —typically people come to America for economic reasons. It’s kind of immigrants who--as they like to say here, dream their American dream or something—fulfilling their American dream. No it wasn’t our case, our case was to—as we couldn’t ret—I mean the war was just raging over there. We couldn’t go back. It was basically starting life somewhere you could start it. It wasn’t economic stuff. KNOPER: Was there ever—did you ever like think of going somewhere in Europe at that time? SOLJAN: Well, that was a possibility. We had some good friends, American diplomats. And before thinking of going here, he said there is a possibility you can actually—he worked as an American diplomat in Northern Germany; he said their American base is here—he said you can just kind of start from. But, I contacted Grand Valley, and they just said pack up and come here immediately —and that’s it. O’NEIL: Was the fact that Grand Valley offered you a position something that influenced you to become a professor— SOLJAN: Well no, as I said I was a professor for twenty years before that back home, so I’ve been teaching for forty years—more than forty years. I had this—I was primarily thinking, because I have a major in violin too and music—and I was thinking to myself as a music performer and violinist, at certain point there are these branching roads, and you have to choose, you cannot take both—and there was this good opportunity, and even someone from the university of Sarajevo told me, Why don’t you complete your graduate studies and join us?”, it’s a chance like so many things in life—you start—that’s one good thing with studies- -you said you were still undecided, it doesn’t matter. You can always change as I told you. My son completed English and Spanish and you could say that doesn’t really lead him to a producer in film industry, but that’s where he ended up and he’s extremely happy. that’s what he considers—you can learn all the time. That’s the point. And if you’re willing to learn the roads are open. KNOPER: Would you say Americans have more opportunity than maybe you had early in your life like college? Or is it just like now a days— SOLJAN: Yes and no. In the sense that even here—I don’t know we call something here complaints that not enough American youth go to—, many of them are dropouts even in high school, and many of them don’t complete their studies. So I’m wondering--there’s no doubt that the American facilities or the American universities—the huge difference between the American universities and European universities—generally speaking European universities- -that you pay here. It used to be—I don’t know whether it’s going to change under American influence, but in other words, universities here are business proposition. You pay—what you call that? KNOPER: Tuition. Page 9 �SOLJAN: Tuition, right. and it grows and grows and grows and without tuition the univeisities wouldn’t exist. And over there, in most countries it used to be free university—you wouldn’t have to pay. Now whether that’s good or not, I don’t know. I got very good education there, but I must say the high school also, I think, was much more concentrated on important things—that’s what I say the sense of history and geography is also something we immediately recognize and know about that. Now whether that’s the ultimate thing in your life, I don’t know it doesn’t have to be. There are differences, and again, I’m not someone who—back home I also had a very developed cultural life, intellectual life, so I had no problems, moving anywhere. For someone who actually came here—and I think that’s the majority of people who come from other countries—they usually move to America in order to make some money and to start a new life, economic life. And of course for them it’s difficult. Number one, the language barrier, number two all these customs they don’t really know and they have to get used to them. It’s difficult to say I never really systematically thought about that. (Pause) KNOPER: Anything else? SOLJAN: You fed up with me? O’NEIL: No, I could just ask you questions for hours, but in terms of the assignment I think we— SOLJAN: Good, wonderful. Well if you want to add something I haven’t said, please do. No problem. Only let it not be dangerous. The Italians have a nice saying, they say, “(speaking in Italian). If it is not true it’s well found.” KNOPER: Exactly! SOLJAN: Okay guys! Thank you very much. All the best. And have A’s. Four A’s! KNOPER: Hopefully. END OF INTERVIEW Page 10 � https://digitalcollections.library.gvsu.edu/files/original/4a68ce5b8a81d860dc370e1cab3e2318.mp3 b2b05271d1182746fb7b82022eff8eb3 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 Speaking Out: Western Michigan Civil Rights Oral Histories Subject The topic of the resource Civil rights--Michigan--History Personal narratives Oral histories African Americans--Personal narratives Gays--Personal narratives Lesbians--Personal narratives Bisexual people--Personal narratives Transgender people--Personal narratives Veterans--Personal narratives Women--Personal narratives People with disabilities--Personal narratives Muslims--United States--Personal narratives Hispanic Americans--Personal narratives Homophobia Discrimination Islamophobia Stereotypes (Social psychology)--Upper Penninsula (Mich.) Description An account of the resource Collection of oral history recordings documenting the history of civil rights and social justice advocacy in Western Michigan. The collection was created by faculty and students as a project of the LIB 201 (formerly US 201): "Diversity in the U.S." course from 2011-2012. Creator An entity primarily responsible for making the resource Grand Valley State University. Brooks College of Interdisciplinary Studies Source A related resource from which the described resource is derived Speaking Out: Western Michigan Civil Rights Oral History Project (GV248-01) 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 2017-05-02 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context GV248-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1930-2011 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 GV248-01_Soljan_Ivo Title A name given to the resource Ivo Soljan audio interview and transcript Creator An entity primarily responsible for making the resource Soljan, Ivo Contributor An entity responsible for making contributions to the resource Knoper, Logan Hall, Alyssa O'Neil, Tim Jackson, Tierra Description An account of the resource Ivo Soljan compares and contrasts the different countries that he has lived in. Subject The topic of the resource Civil rights--Michigan--History Language A language of the resource eng 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 Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Relation A related resource Speaking Out: Western Michigan Civil Rights Oral History Project Date A point or period of time associated with an event in the lifecycle of the resource 2012-02-23 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3936f5a801a3eb600ac7d603631e1431.pdf fc1513fee8846bc1b5f6896fe061e8fc PDF Text Text Young   L ords   In  Lincoln  Park   Interviewee:  Minerva  Solla   Interviewers:  Jose  Jimenez   Location:  Grand  Valley  State  University  Special  Collections   Date:  10/4/2016   Runtime:  00:41:11         Biography  and  Description   Oral  history  of  Minerva  Solla,  interviewed  by  Jose  “Cha-­‐Cha”  Jimenez  on  October  04,  2016  about  the   Young  Lords  in  Lincoln  Park.   She  was  born  in  New  York  City  and  raised  in  the  West  Side  of  Manhattan  in  the  Chelsea  area  around   17th  Street  and  8th  Avenue  near  the  17th  Street  Park.  The  projects  were  primarily  Puerto  Rican  and   Black  but  it  was  always  in  conflict  with  the  Sicilian  Italians  and  the  Irish  of  the  Village  neighborhood...   There  were  some  youth  who  were  members  of  the  Assassins  gang  and  when  things  got  rough  they   would  travel  to  Upper  Manhattan  and  bring  back  more  Assassins  to  help  protect  the  people  of  their   neighborhood,  mostly  with  baseball  bats,  chains  and  knives.       �Minerva  grew  up  in  NYC  with  the  younger  Cuevas  family  kids  and  remembers  traveling  back  and  forth  to   Puerto  Rico  where  she  lived  during  her  teenage  years  and  is  the  home  of  most  of  her  relatives.  In  Puerto   Rico  she  lived  in  the  barrio  or  neighborhood  of  Collores  of  the  town  of  Juana  Diaz  not  far  from  Villalba.   She  visited  with  her  Grandmother,  Antonia  Pacheco,  a  retired  school  teacher  from  the  University  of   Puerto  Rico.  Her  mother  Aida  Hernandez  Garcia  was  born  in  Villalba,  a  country  and  she  remembers   picking  up  fallen  avocados  off  the  ground  for  dinner.  Her  father  Edwin  Diaz  hailed  from  the  city  of   Santurce  and  Minerva  recalls  always  visiting  the  post  office  with  her  Grandfather  where  a  few  of  her   uncles  worked.  She  is  one  of  three  sisters  from  her  mother’s  side,  and  another  sister  from  her  father’s   side.   Minerva’s  sister  was  proactive  in  the  community  and  she  joined  the  Young  Lords  in  New  York  in  1970,   right  after  they  split  from  Chicago  and  changed  their  name  from  YLO  to  YLP.  Her  family  did  not  want  her   involved  because  they  thought  it  was  a  gang.  However  she  says  that  it  was  in  the  Young  Lords  that  she   learned  her  history  and  felt  Puerto  Rico  in  her  heart,  even  though  she  was  born  in  New  York.  There  was   a  saying  in  Spanish  that  she  recalls:  Yo  no  naci  en  Puerto  Rico  pero  Puerto  Rico  nacio  en  mi.”  I  was  not   born  in  Puerto  Rico  but  Puerto  Rico  was  born  in  me.   �Transcript JOSE JIMENEZ: Give me your name and where you’re from. MINERVA SOLLA: Okay, Minerva Solla, Puertorriquena de Nueva York. JJ: Okay, all right. MS: -- you want me to start or just talk about my life? JJ: If you can give me your name, where you were born, anything related to how you got to the Young Lords. And then we’ll start from there. MS: Okay. JJ: Okay. Anytime, go ahead. MS: Okay. My name is Minerva Solla, and I was born in New York City. I came from -- parents from Puerto Rico. JJ: From where? MS: Puerto Rico. And my mom was born in Villalba and my dad in Santurce. And all my family is in Puerto Rico. And I lived in Puerto Rico when I was a teenager, and I was always back and forth from New York City to Puerto Rico. My parents came -- [00:01:00] JJ: Who’s your parents -- names? What are their names? MS: Mami’s name, Aida Hernandez Garcia. And my dad, Edwin Solla. JJ: Okay, and now what about brothers and sisters? MS: My sister was born -- Gloria, and she was born in Santurce, Puerto Rico. And my other sister, her name [Evelyn?] and then I have another sister from my dad’s side named [Jeannette?] Solla. 1 �JJ: Okay. And when did move here from Puerto Rico? You said they’re in Puerto Rico now? MS: Well, my sister, the one that was born in Puerto Rico, she actually lives here. Well, she lives in New York and she’s a teacher. And she, right now, she’s with the union, United Federation, UFT. And she stays involved. She used to work in a post office, put herself through school, went to City College. And now [00:02:00] she retired but she’s still very active with teaching when they need her. And she’s active in the community. JJ: Teaching? MS: Yeah, she teaches. She’s a teacher with the disabled. JJ: With the disabled? MS: Yes, disabled. Mm-hmm. JJ: And then, okay so Minerva, you grew up in New York, but you said you went back and forth. MS: Yes. I grew up in New York City, but always back and forth to Puerto Rico. My grandfather -- we used to go to Collores and that’s next to Juana Diaz. So I was always -- I lived in Juana Diaz for a short period of time with my uncle and aunt. But we were always either in Juana Diaz, Collores, or Santurce. And we would go in the summer because that was the cheapest time to go, during the summer when it’s really hot. So we would [00:03:00] spend most of our summers over there in Puerto Rico. JJ: What did you do when you went there? 2 �MS: I used to go with my grandfather a lot to Avenida de America. We used to go to the post office and that was my dad’s side of the family. But my mom’s side of the family, which is my grandfather, he used to -- (Spanish) [00:03:25] So I’m going to be talking New York Rican style. (Spanish) [00:03:31] He used to always be on his horses so we used to go to the farm, and he used to have a machete, and he would -- I always admired him. He had a really big hat and always -- (Spanish) [00:03:46], he was chopping caña all the time. So we would go to the beaches though a lot around the Boquerón area and Aguadilla. And we were always in Ponce, and I [00:04:00] have -- all of my family is there right now except for me and my -- JJ: In Ponce? MS: Well, yeah, all over Puerto Rico. JJ: Okay. And did you say how many brothers and sisters you had? MS: We have three girls altogether. And then I had another sister from my dad’s side of the family. JJ: And -- so this is when you were older, going back and forth right? MS: No, when we were young little girls and I lived in Puerto Rico during my teenage life for a little while, but I was back and forth since probably five, six, ten, all the way up to thirteen years old. Including when I joined the Young Lords Party. So when I joined the Young Lords Party, I had a young daughter, and I named her [Taina?]. She was probably maybe one of the first Young Lord baby. And Mickey Melendez gave me [00:05:00] a baby shower. And Taina because I thought it was going to be a Taino, but it was Taina, so we changed the o to a. 3 �And when she was a little baby I would go visit my grandmother in Santurce. And that was during the time -JJ: What was grandma’s name? What was her name? MS: My grandmother, her name was Antonia Pacheco. She was a teacher in Puerto Rico. JJ: She’s another teacher? MS: Yeah, for the University of PR. And she obviously passed away a while ago. And we were always around my grandmother with the other teachers of Puerto Rico. But her brothers, they worked in a post office and one of them was like a big position. And one of the first -- his name was Pacheco too, his last name. And he had a big position in the post office, so that’s why we were always in the post office. It was like a thing with my grandfather, taking us to the post office. JJ: In this is in Santurce? [00:06:00] MS: Yes. So my grandmother was a teacher in the University of Puerto Rico, yes. JJ: Oh so she was there. And you would hang out with your grandmother -- MS: My grandmother, my grandfather, and also from my mother’s side, he -- JJ: And your grandfather’s name was? MS: Daniel. Daniel Pacheco. JJ: From your mother’s side? MS: From my mother’s side it was Gabriel. Gabriel Garcia. JJ: And he was from Santurce? MS: No, Gabriel was from Collores. JJ: Collores, okay. There’s a song -- 4 �MS: Juana Diaz I know. There’s a song about Collores. And that’s where -- Villalba is the little town where they had the -- it’s known for gandules. Gandules. So we used to be opening the gandules. Yeah, they used to teach us how to do that. And in Villalba, I have a lot of cousins there and we used to climb the trees to get the aguacates. So we used to, you know, [00:07:00] that kind of stuff. That’s how we used to play. JJ: And you just climbed naturally? MS: Yeah, yeah. But then a lot of times they were -- JJ: How far did they fall down? MS: Well a lot of times they were just on the ground, the aguacates, and we would pick them up and bring them to our mothers. JJ: So that was a (inaudible) campo? MS: That was a campo. Absolutely, a campo where most of the mosquitoes were (Spanish) [00:07:24] but I guess for all Puerto Ricans we -- JJ: (inaudible) Was there a bathroom? MS: No. We used to -- a latrine, you know? And we used to have the outbox. JJ: Outhouse? MS: Right that’s what you call it? Yeah and not too many people like doing, I guess. Just the generations that came after me -- JJ: They don’t know that. MS: No, they don’t know that. But as little girls, not in Santurce. We had the bathroom in Santurce -- my grandmother’s house there. But in my grandfather’s, my mother’s side was the [campesino?]. [00:08:00] 5 �JJ: Ah. So let me -- tell me about New York, coming back and forth to New York. MS: Yeah, coming back and forth from New York. When my mother -- when she came to New York, it was like in 1948 around there. And that was like an influx of Puerto Ricans coming to New York City. And of course when they came to New York City, they were coming into the factories. And my mother used to work in a restaurant -- a Puerto Rican restaurant. And all the Puerto Ricans used to go to this restaurant because everybody was here from Puerto Rico and that’s where they were in the garment industry. So my mother worked in a restaurant. She put us in Catholic school. JJ: What’s is the garment industry? What’s -- MS: The garment industry was in Chelsea, Manhattan. [00:09:00] And that’s 15th Street, 16th Street, 17th Street, downtown Manhattan, and it’s on the West Side. It was called the Chelsea area -- JJ: Is that a Puerto Rican neighborhood? MS: Yes. A lot of Puerto Ricans but there was Irish and there was Italian. So it was really bad for Puerto Ricans there at that time -- JJ: What do you mean? MS: Because we were seen as the new group coming and like the immigrants, even though we’re citizens of the United States. But we were seen as the immigrants coming in. The Irish was there before us, and the Italians were there before the Irish. So the groups did not get along and there was a lot of gangs that were, I guess -- JJ: So the gangs, in those gangs, were there women? 6 �MS: There were gangs. JJ: What about the women? MS: They were. They were the Assassins, and they were also in the gangs. [00:10:00] JJ: And they were gangs too? MS: Yeah, they were called the Young Assassins. JJ: Were the women and the men fighting or? MS: Yes. A lot of fighting. A lot of killing, knives. Everyone wore -- the Assassins wore black leather coats and actually berets. They weren’t Black Panthers, but they were gangs. JJ: [So this would be around the ’60s?] MS: That was in 1970 -- not it had to be in 1966. Well maybe it was 1965, around there. JJ: And they were kind of -- the Assassins were kind of big at that time. MS: Yes, they were called the Assassins and then the younger groups which were the teenagers, they were called the Junior Assassins. And they were mainly Black and Puerto Rican. So the Puerto Rican and Black people in the Chelsea area, very tight. And it was -- culturally, [00:11:00] we were together through the dancing, through food, through soul food, through the arroz con gandules, through the rice and beans. And when there ever was any gang fights, it was Black and Puerto Rican against Italians. So we were called Spics, just like the West Side Story, right? It was basically the West Side Story said a lot about that 7 �time, so the Italians were called Guineas, and we were called Spics. That was derogatory for Puerto Rican, Spics. JJ: Was that a real group? You know, like the Young Lords that they come from the West Side Story, did you know that? MS: They came from what? JJ: The color purple came from the West Side Story. MS: Oh, look at that. JJ: Yeah. [That’s the only hero they had. But that’s where we came from. We dyed our shirts purple and everything?]. [00:12:00] MS: Oh, look at that. JJ: (laughs) But that was -- that was the big thing at the time in New York. When the movie came out? MS: Yes. The West Side Story? Yes. It was big. JJ: (inaudible) That’s the only hero they had from the movie. And then they moved to Chelsea and that’s when they (inaudible). MS: Yes we were -- so the Puerto Ricans were in the Chelsea area in Manhattan which was -- JJ: Was the West Side Story about that [happening?]? MS: Yes. Mm-hmm. Yes. And then, when you go upper Manhattan, it was the Dominican community. So we were kind of divided. The Dominicans were upper Manhattan, the Puerto Ricans were in the 17th Street Park. Gil Scott, Gil ScottHeron, he came from 17th Street and his song on the cork and the bottle, he talks about 17th Street. So 17th Street was [00:13:00] a park, but there was a lot of 8 �drugs and a lot of young people using drugs and a lot of alcoholism going on during that time. And there was, you know, unfortunately there was like fights between again, the Italians and the Puerto Ricans. And they -- the Assassins were from upper Manhattan, Harlem, and outside of New York City. And when there was going to be a gang war fight, they would come in. There was a lot of women. They used to put the -- the women used to put the razors like before they went into the fight, in their hair. It was very common, you know, to cut each other up. JJ: This was mainly Blacks and Puerto Ricans? MS: Yes. JJ: So I guess [clearly?] the Black and Puerto Rican communities hung out together basically? MS: That’s how New York City was. JJ: (inaudible) Sometimes I feel there’s more [00:14:00] in New York than in Chicago. They’re more -- Chicago is more like (inaudible)-oriented, and New York is more urban and a lot closer to the Black community. Well, to the culture. I don’t know about (inaudible). MS: Well we had the projects. And in the projects, the only people that lived in the projects were Black and Puerto Rican, right? And then in the tenement houses, where we all had -- it was only maybe a couple of blocks from where we lived. We went to the schools together, we played basketball. We mainly met through the dances, and it was a very tight connection with Black and Puerto Rican. With a lot of stuff, it was not just the culture. It was the food, it was the soul food, rice 9 �and bean, very -- we used to go to La Taza de Oro. [00:15:00] It was on 15th Street on 8th Avenue. So that’s where Black and Puerto Ricans, we introduced our Black sisters and brothers to La Taza. And that was a Puerto Rican restaurant that just recently closed. It was 50 cents to get rice and beans during that time. So we connected even though we weren’t -- our group was not part of the gang. But we used to wear the black leather. JJ: The black leather jackets too? MS: People had the alpacas. JJ: Yeah, we had like (inaudible). MS: But when there was any trouble in the neighborhood, there was some -- couple of people in our group that was part of the Assassins and if there was any trouble, they would bring in the Assassins to -- JJ: So the Assassins were a big [help?] (inaudible). MS: Big. JJ: They came to the (inaudible) for you. MS: Mm-hmm. Mm-hmm. Yeah. JJ: And they were women. MS: There were men and women. JJ: Men and women? MS: Yeah. In our group, there was a young woman [00:16:00] named Mickey, and her last name was Melendez. So Melendez, they had maybe seven and they were in the Assassins. [Danny?] Melendez, all the Melendez. All of them. All of them. 10 �JJ: So this was the Melendez (inaudible), and Mickey is (inaudible). MS: Well it wasn’t that Mickey Melendez. JJ: Isn’t that the same one? MS: No, there was another. It wasn’t that Melendez that belonged -- they were younger than Mickey that belong in our group in Chelsea. It was Chelsea. JJ: But they were Young Lords too? MS: No, they just were from Chelsea, and I grew up with them. JJ: And you grew up with them. MS: Oh, wait. I’m sorry. The name was [Cuevas?]. Danny Cuevas. The Cuevas family. JJ: And you grew with up with them? And so how were they since you grew up together? MS: They were real Puerto Rican. They were Puerto Ricans. JJ: What does that mean? MS: Well [00:17:00] when you’re a Puerto Rican, whether you were born in Puerto Rico. You know that saying? (Spanish) [00:17:06] Growing up and even now, Puerto Rico is in everybody’s heart. So I guess when I say real Puerto Rican, when you see a Puerto Rican, Boricuas. Okay, Boricuas, you know? So that’s what the Young Lords were about. When we heard about this Puerto Rican group, we said, oh, it’s a Puerto Rican group. Let’s go check out Felipe Luciano in Brooklyn College. And when he spoke about what they were doing as Puerto Ricans, we joined the Young Lords. However, in New York City, the majority were Puerto Ricans that joined the party, but we also had African American and 11 �then also other sisters and brothers from another Latin American -- like Salvador, [00:18:00] from another part of Latin America. But mainly everybody was Puerto Rican. JJ: Were your parents political? MS: Mami, I would say Mami, she -- so for instance, she liked Kennedy because -- so she talked about the good that Kennedy was doing. And then she also liked Martin Luther King. But basically she was very poor, and her mom died when she was maybe eight years old. So her dad couldn’t keep them because he didn’t know how to raise them actually. So there’s something that’s called (foreign language?), [00:19:00] so she grew up with her cousins and her aunt. They took her in, but she basically -- she said she never had dolls. She made out of the broomsticks, she used to make her dolls. And she was like a Cinderella I guess. She used to have to shine the wooden floors, you know? She didn’t have her schooling. I think she had to leave school when she was eight years old to care for the house. And then when she got older, she came to New York City looking for a better life. And because they said it was going to be a better life, but she landed working like my aunt in the garment industry and in the restaurant part-time. She had us go to school. While we were in school at three o’clock she would leave her job to take care of us. She actually was a single mom because my dad never lived with her. He would come in and out of the house, [00:20:00] but she raised three daughters and then in the summer -- I don’t know if you know about La Villa. But Las Villas is an area where a lot of the Jews used to go and it’s like, La Villa is in Plattekill, New York -- upstate New 12 �York. And then when the Puerto Ricans came in, everybody goes to La Villa. La Villa, (Spanish) [00:20:24], they used to bring Gran Combo, all the dancing. Then that’s where we used to go when we were little girls and we would go with our mothers and our aunts. And that was where you went for Labor Day, Fourth of July, Las Villas. JJ: In New York. Upstate in New York. MS: Yes and every Puerto Rican and people from Puerto Rico used to come, would go to Las Villas. So it was like -- it’s in the Catskill region. So it’s -- and that’s upstate New York. And now, they don’t do that anymore. I think they do stuff but it’s [00:21:00] not like how popular it was like the Palladium, in New York City. All the people that used to go to the Palladium used to go to Las Villas. JJ: So you went to the Palladium too? MS: You know, I might have gone to the Palladium maybe once. My sister used to go to the Palladium a lot. JJ: And that was -- everyone went there. MS: Every -- all Puerto Ricans went there, the Palladium. Yeah. And everybody went to Las Villas. And everybody went to Orchard Beach. That was our Luquillo. JJ: So you went to Las Villas. You went to Las Villas? MS: Yes. JJ: And how was that? MS: Las Villas was -- I was maybe eight years old. Eight, nine, ten. And La Villa was fun to go because it was -- JJ: And what happened there? Why was it fun? 13 �MS: It was fun because it was a lot of the energy. (Spanish) [00:21:47], dancing, salsa. They would bring in bands, Gran Combo, all the bands that -- Tito Nieves and while our parents used to go to the [00:22:00] main ballroom and dance, we used to stay in the room. But we would hear the music. They also had swimming pools in New York City at the time. We never went swimming. So when you go to the Catskill region, they had swimming pools, and we used to like that. It was getting out of the city, and it was a connection of Puerto Rico. Because when we used to go to Puerto Rico, the first thing, place we would go to, we would always go, was la playa, the beaches. That’s where we were always. JJ: [And where would you go? To what beaches?] MS: In Boquerón? JJ: In (inaudible)? MS: Cabo Rojo, Boquerón. And then -- JJ: I’ve never been to the beach in Puerto Rico. MS: Oh my goodness. JJ: (inaudible) MS: So if you go like in Boquerón, you can go like beach to beach to beach. They have Guánica, they have Playa Gorda. They have Gilligan’s Island they call it. It’s actually a little island and they have [00:23:00] beautiful beaches. Playa Buyé is a small little beach, so you can go beach-hopping. So, on that part of Puerto Rico. JJ: So basically growing up in that neighborhood, what was it like? 14 �MS: In New York City? JJ: Yeah. MS: It was -- our parents were really strict, but we used to play basketball a lot. And we used to play baseball. And everybody was Puerto Rican like I said, Puerto Rican and Black. There was a couple maybe white girls that belonged to the group, and you can say that (Spanish) [00:23:44] because they dance salsa. They just connected with our group instead of connecting with the Italians and the Irish because it was a very divided. JJ: (inaudible) [00:24:00] Because we didn’t have [any leader?] How was that in New York? [As a group?] (inaudible) MS: No, we were not timid. We were not intimidated. We basically -- the neighborhood was really our neighborhood. And when we walked in those streets it was -- our streets. So, 17th Street Park was like our park. And when we would go to the projects, it was like our projects. Everybody knew each other and even if you were out late at night, the [wino?], they knew you. They didn’t mess with each other. However, when you crossed the line down to the Village, if you went like to West Fourth, West Third Street, you had to be really careful. You couldn’t go by yourself. You had to go in groups because that’s where there was more Italians [00:25:00] in that area. So they used to have that, Sicily, I think, Italian festival every year. We were always told not to go there. Some of us would go there and then were always -- JJ: So they were (inaudible). MS: That’s where there were fights. 15 �JJ: They were ready to jump on you? MS: Yes, mm-hmm. JJ: And what years was this? MS: That was in the ’60s. JJ: And they were still jumping on Puerto Ricans in the ’60s? MS: Mm-hmm. Yeah. JJ: I mean there was none of that in Chicago. So tell me about -- what did you do with Young Lords from the beginning [up until now?] MS: So with the Young Lords, when we were in high school and I guess that was around 1969 because I joined the Young Lords in 1970. So a lot of the Puerto Ricans in the community, we were hearing -- JJ: Did you see (inaudible)? MS: Well, my mother didn’t agree with -- JJ: And she wasn’t for Kennedy. (inaudible) MS: They didn’t agree with [00:26:00] the Young Lords because they said they were - JJ: They were not in the [communist?] party or anything like that. MS: No. They were -- our parents thought -- the talk about the Young Lords with my parents and people her age, their age, it was that they were a gang. So they didn’t want us to get hurt. JJ: They didn’t want you to be in the Young Lords. MS: Right because they said it was a gang. In Puerto Rico, every -- mostly my dad’s side of the family, they disowned me. I couldn’t go to their home. When I went to 16 �Puerto Rico, I was able to go to my grandmother’s house because she supposed what I was doing. She might have not supported the politics because I was for the independence of Puerto Rico. I stood up for that. And in New York City though, our parents thought that if you join the Young Lords, you’re going to be in a gang. You’re in a gang. [00:27:00] And they saw it as fighting. They saw that we were going to get hurt. And I was a young girl. So it was like, that is not for you. They used to call me Chiki. In Puerto Rico, my name is Chiki. So in New York City too, my parents and her -- my aunt, her sister, her name is [Liduina?]. She’s still alive. She’s 89. She’s great. One thing my parents, they never knew English. They -- the Spanish -- even until now, my aunt -- but what I was going to say about the Young Lords, they thought it was a gang. So they didn’t want us to join. So once I joined, I couldn’t go back to my mom’s house. And I couldn’t even use the bathroom because I was seen like I guess dirty or I’m going the wrong direction, [00:28:00] (Spanish). You’re supposed to be in school, (Spanish) [00:28:09], that kind of stuff. So it was rough, and I had to -- I made a decision early on in life that this was what was right, and this was what I needed to be, who I needed to be with other people in the Young Lords Party. And I saw a lot of injustice, especially in the Lower East Side because that’s where the branch was when I first went and joined the party. I went to Brooklyn College. I saw -- but I went with my girlfriend, her name was Flaca. And we said, let’s go check out Felipe Luciano. When we heard him speak, I know he recruited a whole lot of other people there, but when we heard him speak, we just looked at each other and said [00:29:00] we’re going to join the party tomorrow. So we left 17 �high school. We were in high school. We left. And we joined the party the very next day. We went to El Barrio, which is Spanish Harlem, and they told us, look. They’re just opening a branch in the Lower East Side. There’s a lot of Puerto Ricans there. So we went and that’s close to Chelsea. So we said, okay, we’ll go there. So we went there and that’s where we joined. It was on East Third Street, between Avenue A and B, that’s where the branch was. JJ: And what did you do at the branch (inaudible). MS: Well, what we used to do is that they used to give us political education and people that were just a couple years older -- JJ: Who was giving the political education? MS: They were teaching us about the Red Book, which was Mao Tse-tung. [00:30:00] We learned about dialectics, and it was something that we were not -I didn’t know about that. So it was a challenge because it was different paragraphs where they would kind of break it down for us. But mainly we learned about the history of Puerto Rico. And I thought that was good for us because we didn’t know about the history of Puerto Rico. My mom used to sometimes talk about Pedro Albizu Campos and my aunt did. But they never sat us down like they did at the branch in Lower East Side. So Iris Morales and Juan González and Yoruba and David Perez -- JJ: Who do you remember? Say something about each one (inaudible). MS: Well, Iris I remember that she was the one who [00:31:00] put it down in basics of ABC, of us understanding about our history of Puerto Rico. And she did it in a real soft-spoken manner. And at the same time, she was very powerful and 18 �passionate. She was very passionate. So what she was able to teach was from the heart. And it resonated with everybody there. JJ: And then what about Yoruba? MS: Yoruba? Crazy. In a good way. Because he was like -- every young person related to Yoruba because they like his style. You know, the way he was swag when he would talk and just his mannerism. [00:32:00] And we used to party, we used to hang out, we used to get high. So we went to the party, it was like, okay, you don’t really -- JJ: You were getting high on weed or? MS: Yeah, in the streets, yeah. We did drugs. JJ: (inaudible) MS: And we drank. But when we went to the party, it was people our age. So we change also the women of the parties, this is something that Denise brought out and Denise Oliver and other women, is that we all got afros, right? So before the party, we all used to straighten -- JJ: (inaudible) MS: We used to straighten our hair, you know? (Spanish) [00:32:51] Because we wanted to be white. We wanted to have straight hair. We didn’t want our African roots. [00:33:00] And we all got into the afro, just like during that time a lot of the beautiful Black women. But of course our African roots in being Puerto Ricans, all the sisters who had the really curly nappy hair afro. And then at the time, my hair real curly and I stopped straightening it and I just cut it. And it was all curly. We let our natural beauty come out. So and our dressing changed. So we used 19 �to wear the -- no, we had combat boots, we took off our high heels, right? Combat boots and the khaki pants and (Spanish) [00:33:46] those jackets? Like the fatigues, right? And then we had our purple berets. So every day, that’s how we used to get dressed [00:34:00] and it was really changing how we were taught. Like society says we have to look this way, and we have to act this way. So we had a whole change of being and we learned that in Young Lords Party. So we got education, we learned about our own natural beauty, we learned how to respect each other as women. We learned to help others through respecting women also. At the time, I didn’t understand sexism, I was very passive. And they always were talking about the passivity and speaking up and that we were an intelligent individual. And that we can do anything that a brother could do at the party as well. [00:35:00] JJ: And you have children. MS: I do. Taina is the first child, Taina Maria, and then I also have [Jose Gabriel?] and [Liana?]. And then I have [Maya?] and [Gabriela?]. JJ: Any grandchildren? MS: Yeah. The grandchildren -- I have a lot of grandchildren and children in Florida, Miami, and Orlando as you know. There’s a whole -- all the Puerto Ricans are in Orlando. And the grandchildren are C.J., [Chad Martinez?] and [Brandon?] and [Layla?] and [Samaya?]. JJ: So they’ll probably see this but it’s going to be online. And so -- MS: And -- I mentioned Gabriela. 20 �JJ: What do you want them to know about [00:36:00] (inaudible) and the work that you do in terms of the Young Lords and other stuff like that? Some people didn’t like the Young Lords. Never understood the Young Lords. What do you want them to remember? The good work. You and -- as a final thought. MS: Well, I want them to remember that basically the Young Lords came about following the footsteps of the Black Panther Party. And so many similar things. So the food program, the clothing program, the Lincoln Hospital healthcare which is all connected to basically what a lot of the work that I have done with the Healthcare Workers Unions and now with the Nurses Union [00:37:00] that I’m working with. And it’s -- JJ: You’re a union organizer. MS: Yes. And I work a lot with culture, connecting culture, the arts, to the every day activism that we are still active with. So the Young Lords Party, I could say back then and now and in the future that whatever we do, we never give up. And whatever we do, we do the best that we can do. But we can’t do it by ourselves, we do it as a collective. And that the society -- one thing about the Young Lords and the Black Panther Party and all the groups that ever came together to change and to make it better for working family for our children, is that we’re fighting. If we don’t, [00:38:00] a lot of injustice right now that we fought back then, we’re fighting now. And that you can’t do it by yourself. And society always says, it’s a me society. It’s an I society. But it really it is a we society. Because when we have experiences, we come together and that helps with us -- our good experiences and bad experiences brings us together. And could analyze the 21 �good experience and how we can make it better and make bad experiences. But the collective is the only folks that can do that. And you have to always go into the community, stay with the community, understand the community. We are community. And we are patients too. So when we go in the hospitals, we want quality healthcare. We want universal healthcare. We want single payor. [00:39:00] We want good housing. Simple things. Our families, working family want a good vacation. That’s all we want. Real basic, we don’t want to get rich. But in this society, it’s the one percent, maybe two percent that controls everything and always has. And we are who -- we’re the 99 percent. But we are one people. The 99 percent are Boricuas, are African American, are white, are all people just wanting to make this country. We made this country and wanting to make this country a better country. And we’re a beautiful people. And that’s why we do what we -- that’s why Lo Boricua, they’re -- they hold Puerto Rico in their heart. [00:40:00] They carry it. And even they always, you know, there’s this thing on Facebook that when the Puerto Ricans are babies, they put the stamp, la bandera, because we’re so proud of la bandera, and you remember the flag waving. The Puerto Rican flag waving came from the Young Lords Party in New York City at the UN when Yoruba led -- Pablo Yoruba Guzman and the leadership of the party led that long march from El Barrio to the UN. And it was like 10,000 people in the street. And (Spanish) [00:40:38] all down those streets, the UN, and it’s inspirational. And that’s how we continue with the Sí Se Puede attitude. You have to have that Sí Se Puede attitude. And you have to have fun and that’s what we do (Spanish). [00:41:00] 22 �JJ: Let me just shut this down. MS: Okay, okay, good. END OF VIDEO FILE 23 � https://digitalcollections.library.gvsu.edu/files/original/71ffb6a924b2b452af0e5c6f5e4a904d.mp4 0c99a5bb87e50b837edd5fa2c39810a7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Minerva Solla vídeo entrevista y biografía Descripción Spanish language Description entry Historia oral de Minerva Solla, entrevistado por José 'Cha-Cha' Jimenez el 23/10/2016 acerca de los Young Lords en Lincoln Park. Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Narrativas personales Justicia social Activistas comunitarios--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_Solla_Minerva Title A name given to the resource Minerva Solla video interview and transcript Creator An entity primarily responsible for making the resource Solla, Minerva Description An account of the resource Oral history of Minerva Solla, interviewed by Jose 'Cha-Cha' Jimenez on 10/23/2016 about the Young Lords in Lincoln Park. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2016-10-23 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/750bc5626b3c78e16d5b804ab481a6e9.mp4 ca2f3c15595dd0b78b0dad8a9ccbd43f https://digitalcollections.library.gvsu.edu/files/original/2e7ded924a41819f985e40576dd26ba9.pdf e2fc4abcdc461658565e1c7058734c74 PDF Text Text Grand Valley Sate University Veterans History Project Dominic Patrick Sondy (01:28:00) Introduction (00:13) Family and Friends (00:26) • Born and raised in Detroit in 1922. He mentions that his parents were originally from Italy and Sicily before they immigrated to the U.S. His dad painted roads before joining the army. • He gives a detailed description of his dad’s experiences in the 32nd Division, 126th Inf. Regiment during World War I. • Sondy mentions an encounter of his dad shooting down a 3-winged German plane from the trenches with a Springfield. rifle. (02:47) Also mentions an encounter in which his father and a friend about being pinned down by a German machine gun and getting 16 burn marks to his back. Further mentions an encounter in which a German 75-millimeter shell bounces off his father’s helmet and takes a piece of his hair off. (05:57) • Briefly mentions that his dad used the GI Bill [not passed yet?—ed.] to get an education and make a start in the Detroit motion picture industry. • Also describes the difficulties that his family faced during the Depression while living at their farm near 6-mile North, Detroit right across the street from the University of Detroit. Pre-enlistment (10:58) • Graduated high school in 1941. Sondy mentions the reservations that he had about joining the armed services because his father was against even though many of his friends had already joined in 1942. • Before joining the armed forces, Sondy mentions working in a variety of capacities in machine shops, drafting, and photography. Enlistment and Training (12:33) • Upon getting drafted in April, 1943, Sondy mentions having an interview with a man from the draft board in some detail. Describes how he was sent to Camp Roberts, CA for field artillery training. �• While there, Sondy mentions that he learned a great deal about fire direction and the importance of math and trigonometry in field artillery. • Also mentions in some detail his time with the Army Specialist Training Program (ASTP). While doing this, he and another named Andrew Tomo were chosen out of a group of 52 men to study at Stanford for three months in AREA study. This was preparation for the invasion of Sicily and Italy but instead was used as preparation for the invasion of France which was on July 6th, 1944. (00:17:34) Shares some of his personal thoughts on the train ride from San Francisco to Seattle on Christmas Eve. (00:18:00) • Upon arrival in Seattle, WA he boarded a truck which took him to Fort Lewis, a camp of 50,000 people. While there, he trained with an 8-inch howitzer outfit firing 8-inch guns. • Mentions that while at Camp Roberts they also received desert training because it was believed that they would go to Africa, but instead went to Wales. • Sondy describes in some detail a 2 ½ correspondence with a girl named Jenny who he met at that camp while going to a film shop. He mentions that he continued his correspondence with her during his time in France and Germany. Later on he found out that his mother had withheld a few of Jenny’s letters from him. (00:22:31) Combat Experiences in Europe • Sondy mentions an encounter in which a buddy of his brought in White Russian prisoners-of-war from a province between Russia and China who had originally worked in a factory. Further describes how a little girl gave him a 100-year old ring. Later on, when these people were journeying home they threw a celebration and were all killed after drinking wood alcohol. (01:14:44) • Briefly mentions the conditions of the Nazi Army at the end of the war. • Sondy discusses in some detail how General Patton pushed his division dog ragged for 20 to 25 miles a day. He mentions that within 93 km of Berlin FDR halted their advance and redirected down the Autobahn so that the Russians could get to Berlin before the Americans. They were sent to Bavaria along the autobahn to Linz, Austria. Briefly highlights Russian brutality of the German people. Further mentions that that the Germans suffered 1,000,000 causalities. • Sondy describes in some detail an encounter on Palm Sunday where an allied P-47 fired on their position. He tells of how a Chicago outfit shot down this P47 with a 50 caliber machine gun and forcing the pilot to bail out. Also �mentions that while the pilot was parachuting down the unit continued firing at his parachute. Consequently, the wind took the pilot’s parachute directly down in front of this unit’s gun emplacements where he landed dead. What follows is a brief exchange of words between this unit and its liaison. (00:41:37) • Sondy also briefly mentions having various discussions with a fellow officer about his photography expertise from middle school, while serving as a truck radio operator. • Describes in some detail his service while fighting in the Battle of the Bulge. Briefly mentions a story about a group of 450 men who went patrolling in the woods and were wiped out as a result. Afterwards, his company was redirected north to the Bulge. • Describes an encounter in mid-April [August?] 1944 in which he saved his regiment. He mentions that he was part of an advanced party whose job it was to scout ahead for better gun placements. About 30 feet from a German position he noticed that the air smelled of cabbage and ordered a halt because he knew Germans usually liked to cook cabbage. His superior officers: Capt. Beersdorn and Colonel Lock-it commended him for his quick thinking and recommended him for a medal. (00:51:19) Unfortunately, both of them were killed in the Bulge and were unable to file the necessary paperwork for him to get his medal. • Sondy describes his time in the German province of Bavaria in a town called Bad Ebling, 30 miles east of Munich. Spent the reminder of his service there. He mentions that about July 4th he went and paid a visit to Hitler’s fortress and King Ludwig’s Castle. While there, he grabbed a few tiles from the floor as war souvenirs. Going Home (55:45) • Sondy discusses that a week after the surrender of Germany that since he wasn’t eligible for a pass that the colonel informed him that he was going to be shipped home, even though he earnestly wanted to stay and take officer training. • Afterwards, he boarded a boxcar train to Le Havre, France, where he was to be shipped out. On the way, he mentions in some detail an encounter with an Italian family who believed him to be a native Italian deserting the army and going to America. He mentions that this took place in Mannheim. (01:00:17) • From the train station, he boarded a ship and went back to the states to be trained for the Japanese war. The Japanese war ended in August. He was sent to Camp Grant in Rockford, Illinois where he stayed from Sept. 1945 to �January 1946. (1:04:32) When he got his 50 discharge points he was out on Jan. 19th. After the war (01:19:01) • Upon being discharged, Sondy mentions that he went to Wayne College for a Bachelors and Masters in teaching. He taught art and photography in public schools around Michigan for 32 years. In 1960, he took a leave of absence to work with a friend on setting up a photography lab. He quit after having disagreements with his friend and goes back to work in the school system in Warren, MI. Shares his personal thoughts about the war and how lucky he was. (01:28:03) �INDUCTION INTO ARMY During the year 1940 war was going on in Europe and in the Far East on land as well as on the seas. The United States was supportingthe Allieswith some supplies. The United States was not prepared for war as to personneland weapons. The Congressvoted to start a draft of men for a year of military training. The draft sign-up tookplace in October. Since I was in the age bracketto be drafted, I signed for the draft at Angell Schoolalong with my friends. My draft numberwas drawn so that I wouldprobably be drafted during the first year. Since Ruth and I were engagedand she wouldbe graduatingfrom Calvin Collegein June of 1941,we decided that I would volunteer to go into the anny to get in my one year of militarytraining with the group that was going to be inducted in January 1941. I was workingat Accuralite a division of SealedPower Corp. at 55centsper- hour. I got the job to play softball for them in 1941. The January group was the second group to be inductedfrom the Muskegonarea. My departure date was January21st. Ruth and I went to a hockeygame at the Mart the 17th• Our group left Muskegon by train from Western Avenuestationbound for Kalamazoo. They put US up in the Burdick Hotel in downtown Kalamazoo. During the day of the 21st at the Kalamazoo Armory,we went througha completephysical from head to toe. That evening we were sworn into the U. S. Army at $ 21.00 per month. Then we were put on a train for Fort Custer. We were assignedto barracks. We got our first taste of Army mess and were issued Army clothing (some clothingwas WW I style). Friday I worked in clothingsupplyin recordinga record of clothing issuedto individuals. We also had to take a multiple­ choice test. It was an IQtest althoughwe didn't know it at the time. A fellowfrom Muskegonwanted to hitch bike home for Saturdayand Sundayand asked if I wouldgo with him. I said I would go as far as Grand Rapids (I wantedto see Ruth). At the time I didn't know how I would get back to Fort Custer. When I got to GrandRapidsI calledmy folks asked if they could take me back to Fort Custer. They said they would and Ruth went with them. WhenI got back to Fort Custer Sundaynight, I was told we were shipping out the first thing Mondaymorning by train to the State of Washington. Someof the men that were inductedat the same time were going to Upper Michigan (they ended up with the 5th Infantry Division and were sent to Iceland.). We arrived at Chicago and were met with other inducteesgoing to the Stateof Washington Our train was the Great Northerntaking the northern route to the city of Seattle. The cars were Pullmancars and I had an upper berth. On the train we had a few non-commissioned officersfrom the units to which we were going to be assigned. A very interestingride as I had never been further west than Chicago. We made a few stops in route and saw mountainsfor the first time. We went through an eight-miletunnel (snowingat east-endand raining and no snow at the west-end). At Seattlewe were put aboardferryboats for a ferry ride up Puget Sound to Fort Worden �FORT WORDEN - WASHINGTON We arrived at the pier of Fort Worden ill late January 1941. Fort Worden was the headquarters post for the defenseof the entrance to Puget Sound We left the ferryboat with our luggage andhadto walk up to the barracks. We passed a number of barracks - they were all occupied. We ended up in some old CCC barracks on the west -side of the camp. The buildings were one story, potbellystoves for beat and the streets were dirt. We had a central building for toilets and showers. We were told that the quarters were temporary for a few months. My cot was in the middle of the building near the potbellystove - so I was either too hot or too cold Our battery was "G" battery of the 14th Coast Artillery. We were told that we would get our basic training here and that we would remain with the 14th Coast Artilleryin Puget Sound The men of our battery were from western Michigan,across the State to Detroit area, and a number from the Chicago area. On Fort Wordenwere housed the second battalion (batteriesD, E, F) ofthe 14th Coast Artillery. Batteries A, B, C were located at Fort Casey. Fort Flagler was going to have batteries G, H, I. The barracks at Fort Flagler were not finishedyet. Alsoat Fort Worden was the 24Sth Coast Artillery. It was the NationalGuard for the State of Washington (they had been called to active duty the last few months of 1940). Captain Clark was our battery commander (a West Point graduate still in his twenties). He was a very good officer and commander. He didn't stay with us very long. The other officerswere ROTC officers who had been called to active duty. Our l" Sgt, was Sam Milder (regulararmy). He was in World War L We had our basic training at Fort Worden. There were a few ball players in the battery so we formed a softball team. We had some good players from Grand Rapids - Detroit- Chicago, and I was the only one from the Muskegon area. We had a good team and we beat the other batteries most of the time. I played 3rd base and was consideredone of the better players. The meals were very good - we had a regular anny mess Sgt. ­ Chinese. Port Townsend was within walking distance - so had a town near by The 24Sth Coast Artillery occupiedall the new barracks on post. Post commanderwas Colonel James Cunningham- he was also the regimental commanderof the 14th CAC He was regular army. The 248th CAC manned the guns at Fort Worden with the 2nd battalion of the 14th CAe. Our assignment was to be at Fort Flagler. From time to time we would send a work detail to Fort Flagler by truck About the end of March, I was paid $ 30.00 per month and we were ready for Fort Flagler. �FORTFLAGLER March 1941- May 1,1942 Fort Flagler is locatedat the North tip of Marrowstone Island - a little over 800 acresof land Indian Island was directly west of Marrowstone Island. When the tide is out the islands are one island - when the tideis in theyare two islands. The only way off the islandsin 41 - 42 was by boat or by a little old ferry that operated near the southwest comer of Indian Island The ferry could hold a truck or two or a few cars. From the north end of Marrowstone Island to.PortTownsendwas about four miles but by road it was about twenty miles. In thosedays we had a boat at Fort Wordenwhichbroughtin suppliesto Fort Flagler and Fort Caseyit also transportedarmy personnel, one trip every one or two days. Fort Casey was on WhidbeyIsland which was East of Marrowstone Island - about five miles across. WhidbeyIsland is the second largestisland withinthe continentallimits of the United States. In late 1940 and early 1941 the governmentbuilt about 24 newbuildingson Fort Flagler whichincluded nine barracks, three mess halls, and variousother buildings- this was enough to take care of a battalion. This battalionwas the third battalionof the 141h CAe. In 1941 the Island was a very run down place- few housessome occupiedsome empty. The Islandhad one general store - that store was the only town on the Island- it wascalled Nordland The store was about a mile plus from the Fort Flagler entrance gate. Fort Flagler had nine gun emplacements plus a battery of anti-aircraft guns. Guns were from three inch to twelve inch. For about three months "G" Batterypersonnel were the only militaryon post. The buildingswere not even painted when we arrived We had nice quarters -:furnace heat - toilets andshowersin all of the barracks. We did manydifferent things - cut fire trails in the woods- we were the fire detachment (hose cart) - guard duty (there were very few outdoor lights) - we worked on conditioningthe big guns - we put fuses in ammunitionfor the big twelve inch mortars- fired our rifles on the rifle range - we were oriented on all the armamenton post (to include the three search­ lights). We also were able to carryon with our ball teams. We were champsfor softballin early season. I played third-base. We had to play our games at Fort Worden. Later in the season we playedbaseball. We had to changesome positions. Some fellows play softball but not baseballand some the other way around All our gameswere playedat Fort Wordenor in a small town on the mainland Our final game for championship was at Fort Casey (we won 1- 0). Our pitcherpitched a one-hit game their pitcherpitcheda three-hit game - their pitcher was a minor league pitcher - ours a regulararmy sergeant). I was the . catcherfor our team. Our team playedan all-star high school team from the city of Seattleat Fort Flagler. Webeat them 3 - 2. I had a triple that day. Our secondpitcherwas a pitcher who pitched for the University of Texas. He had a no-hit game pitching for Texas. I also played with a team that bad players from all three forts (three or four of us were on that team). That team played the 42th Division team fromFort Lewis.They beat us.14~ CACteam or members of that team plus the 24Sth .esc playerswent to Sdttle"to play in an all servicementournament, We lost in the finals to Everett Air Force base. I think they had a couple major or minor leagueplayers. I played in part of that final game. I was a littleyoung and inexperiencedto competebut I held my own I didn't strike out at bat I played in the outfieldwhen I played. We went to Seattle by truck and ferry and stayed at the YMCA On one Saturday's inspection by the now Brigadier GeneralCunningham he stopped in front of me, "You are the best looking soldier I have seen today". It was announcedin the Harbor DefenseDaily Bulletin. "G" Battery assignmentat Fort Flagler was to man the three-inch Guns (BatteryDowns andBatteryWansboro) and the under-water listening station. The officers had the personnelin various assigmnents. I ended up with the group manningthe underwater listeningstation. By that timeI was also promotedto Private first class. Also some ofthe older men (over 39 years) were sent home subjectto recall ifwe got into a war. Also about this time Fort Flagler got personnel to fill the other barracks. They became H Batteryand I Battery and we received some personnel from K Batteryto man the three searchlightswe had on the Island H Battery was assigned the twelve-inch Mortars and I Battery was assignedthe Anti-Aircraft Guns. The personnel manning the underwaterlisteningstation were formed into four teams. Withfour teams we could man the station twenty-four hours a day. It wasn't necessaryto man the station that often at that time. During AugustI had a fifteen-dayfurlough on which I came home and got married. Ruth had graduatedfrom Calvin and hada teachingpositionin Indiana. So the first part of Septembershe started teaching and I went back to Fort Flagler. During the summermonthsI went with a fellow who was from Grand Rapids on pass to Oak Harbor. Peoplefrom the ChristianReformed Churchin Oak Harborbad invited us for the week­ end We went there two or three times. There were many Dutch people in that part of the State of Washington. About this time I was promotedto Corporal. In September the personnel manningthe underwaterlisteningstationwere transferredto a new battery designatedas COL" Battery. There are no "J" batteries or companies in the army. "G" Battery remainedin barracks A and B while "L" Battery was housed in barracks C. Being a small number of people"L" Battery's personnel continuedto have their meals with "G" Battery. We had aboutforty people in "L" Battery. We had four shifts for manningthe station. It probably was the most importantunit in the Harbor DefensesofPuget Sound as Puget Sound was a very important waterway. Ships were going back and forth all the time. Passenger liners, freighters, and navy ships were the main vessels. Bremerton Navy Yard was locatedjust west of Seattle.The UnderwaterListening Station tracked ships both under andabove water. The only other underwaterlistening station on the west - coast was located in San Francisco. We had a few men across the Sound �government owned Indian Island and all the old houses were vacant. We even put up a fake outhouse. We dug an under ground shelter about 15 feet down and covered it with logs. The ground was all clay and we had to use dynamite to remove much of the clay. We trained in the use of 50 cal. Machine guns. We had to take them apart and then back together blindfolded. We had three or four on mounts around the fenced in area. In November we made plans to go home for the Christmas holidays (first a half of the unit and then the other half). Whenthe 1st of December came, all plans were put on hold We were told we were going on 24-hour alert until further orders. All Christmasplans were then canceled. Our four shifts were already to go - we knew our assigrunents- but we could not get off the island without special permission, What's going on here? We took our shifts as scheduled. Saturday - December 6 our shift was on the mid-night to 7 AM shift. We had our breakfast and went to bed. We got up at noon and were told that Pearl Harbor had been bombed by the Japanese. We were already on 24 hour alert so not much of a change. We continued working on our barn. We did man our machine guns at night and we were told to shoot anything that flew. That week General Cunninghamcame over to our island and spoke to us about the Philippines as he had served there fora period of time. One day when our shift was on duty, I receivedcoded message by radio from the Navy. We were told that the Navy was bringing in a number of ships through Puget Sound to the Bremerton Navy Yard for repair. The group included an aircraft carrier, a battleship, three destroyers and about six airplanes above the ships. You could see that some of them really needed repairs. It was quite a sight. Our turn of duty was extended for the duration of the war. Our 39 years old men were ordered back to their units. Our duty was pretty well set - this was a defense situation for how long? Was this what we wanted to do possibly for the duration? The Army had put notices out that they wanted men to go to officers' school to be commissioned as officers. You had to have scored at lest 110 on your IQ test to apply. I had scored 132and one of my friends had scored even higher - he had quite a bit of college, I didn't have any college - I had been working with a correspondence school studying accountingand was near the end of the course. So we put in our applications. We had interviewswith our battery commander and other officers. We had to take physicals at Fort Worden. George Haddad my friend was the head plotter on our shift and I worked across from him on the other side of the plotting board George applied for Chemical Warfare School and I applied for Coast Artillery School. I found out that a fellow from ."H'~ Battery had also applied.for Coast Artillery School.. The fellow from "If'. Battery and! were ordered to report to Officer Candidate Schoolthe first part of May. He was assigned to Coast Artillery School at Fort Monroe, Virginia and I was assigned to the Anti-Aircraft School at Camp Davis, North Carolina. I found out that George went to Chemical Warfare School a little later. The fellow from "If' Battery and I took a bus from Port Townsend to Seattle. We stayed overnight in a hotel in Seattle with reservations for a plane to Chicago that left at 8 0' clock in the mortling. We left from Boeing Field for Chicago. This was my first time up in an airplane and of course I got sick (this was in 1942). We made six stops starting with Spokane and landing at the Midway Airport in Chicago at midnight. Ruth and her uncle and aunt met me. I visited her school, had a few days together, and back to Muskegon. Then I was on my way to Camp Davis by train to Washington, D.C. and then on the Atlantic Coast Line traitfto'Wilmington, North Carolina. I was brought the rest of the way by bus to Camp Davis locatedjust outside the little town of Holly Ridge. The camp was built on a swamp. I hoped I would be here through the first week of August 1942. �CAMP DAVIS- NORTH CAROLINA-May 6 - August7,1942 1 Camp Davis is located about 30 miles NNW of Wilmington on highway 17 near the town of Holly Ridge which is 5 miles from the Ocean. The camp was built upon a swamp. During World War I the airplane was not a very importantfactor. But World War II combat was fought on land, on the sea and in the air. There were very few anti-aircraftartilleryofficers at the beginning of World War II. Anti-Aircraftdefensewas given to the Coast ArtilleryCorps rather than to the Field Artillery. They considered Anti-AircraftArtillerydefensiveweapons. Camp Davis was built to train candidatesto becomeanti-aircraft artilleryofficers and ROTC commissionedofficers to complete a refreshercourse to become anti-aircraftartillery officers. The ROTC officers were mainlyLieutenants, Captains and Majors who had been recalled to active duty. Upon completion of the course the ROTC officers were assignedto new activated Anti-AircraftArtillerybattalions. The officer candidate 9O-day course was for enlisted personnel - which upon completion of the course they wouldbe given a commisssionas a second lieutenant. The buildings at CampDavis were similar to the new buildings we had at Fort Flagler. When I arrived in Wilmington, I joined a group which was going to be transported to Camp Davis. Upon arriving at the camp, the group was taken directly to our new home. We hoped the barracks would be home for the next ninety days. Not all personnelof our group would be graduating in ninety days. We were assigned to a cot in one of the four barracks. We had to remove all stripes -and unit designation from out uniforms, We were- can:didatesforcotnliiission- Class # 18. Our eqUipment and clothing were checkedto see if we had all of the items we were required to have. I was short summer uniforms, We did not need summer uniformsat Fort Flagler - it never got that warm. So I was issued my summer uniforms and any other items I was short and a rifle. The men came from all over the USA Someof the candidates were young (just recentlyin the army), some with a year or more in the anny, others were from the regular army with many years in the army. We were paid accordingto rank we held prior to becoming a candidate for a commissionas a Second Lieutenant We were now a companycommanded by a Captain Smith. We had platoon commanders. They would be acting more as evaluatorsthan commanders. Each week we had different candidates acting as officers within the company. We were continuously being evaluated. Candidateswere evaluated in various areas -leadership, military bearing, classroom instruction,attentionto orders, and discipline. The living quarters were inspectedtwice a day. Bedding had to be foldedjust so or you would find your cot up over the heating duct. Clothingon your clothing rack had to be buttoned. Field equipmentmust be placed in the right order. Barracks inspectionsresulted in most of all the demerits we received. Everyone had demerits of some sort. The inspectorswould unbutton a shirt or blouse. We had better check it before the next inspection. We had inspection in ranks every Saturdaymorning. The first four weeks the inspectionswere with rifles. Many of those inspections were in the hot sun. We wore brass name badges - if you touched them they would tarnish. We marched to class at attention - we did not turn your head to the right or left - eyes stmight ahead. We had about NO--150 in our class. A little over half graduated with the basic group. Some dto.Qped out - some were asked to leave - others were dropped back a few weeks especially if they were weak in classroomsubjects. The ones that left went back to their previous unit or were assigned elsewhere. I made friends with a few of the fellows. Two of those friendships lasted for years - the last one died in January 1999. He was four years older than I was. DonaldMcClelland had the cot next to me- he was from "K" Battery -14th CACand was stationed at Fort Casey. I did not know him before our meeting at Camp Davis. Larry Blaisdell's cot was across the barracks from us. (More about these two friends later). Our classroomswere hot ­ our shirts were wet from sweatjust sittingin the classrooms. We received good training for the thirteen weeks allotted to tl~ prior to being commissionedas officers. We got to know the basics of anti-aircraftartillery. We trucked to the Ocean beach one-day to receive orientation on the 90rnm- 37mm- the new 40mm guns. The 40mm gun was so new that the instructor could not put it back together after he had taken it apart. We also were trucked to Fort Fisher (a Civil War Fort) located near Wilmingtonto view an anti-tank range for anti-aircraft guns. We did not have any range firing at Camp Davis. All tile candidates should have had rifle firing at their previous unit I weightedabout 150 pounds at that time and during that thirteen weeks I lost weight We were under stressand tile weather was hot. The last week was usedto buy new uniforms, Officersbuy their own uniforms- howeverthey do receive a cash uniform allowance. A day or two before gmduation we assembledin a theater building to choosewhere or be told where we were going to be assigned as officers. On a big board in front contained where we could be assigned. The three of us (Don, Larry and I) saw that they needed twelve officers at Camp Haan, California We signaled each other to choose Camp Haan. Well we made it - Don got the twelfth opening.. We were able to chooseaccording to our rank in the class. Some of the regular army candidatesreceivedspecial assignments- one went to West Point to be a gun instructor- another to a fort on Long Island - an so on.. Saturdaymorning was graduationday in our new uniforms, A group of the graduateshad chartered a bus to take us to Washington, D.C. on our way to our assignments. Don McClelland was from Cheboygan,Michigan. So we boarded a train for Harrisburg, PA On our way to Harrisburg we decided to get a plane to Detroit. We got the plane after a little wait After arriving in Detroit, I called Ruth in Grand Rapids that I was in Detroit and I would be flying to Grand Rapids. Ruth and her sister Gertrude met me at the Grand Rapids airport. I had a few days of leave in Michigan. Ruth and I were go~ leavefor California that coming Saturday. I had Den's telephonenumber. � 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 SondyD Title A name given to the resource Sondy, Dominic Patrick (Interview outline, video, and papers), 2008 Creator An entity primarily responsible for making the resource Sondy, Dominic Patrick Description An account of the resource Dominic P. Sondy served in the U.S. Army with the 662nd Field Artillery from April 1943 to January 1946 during World War II. In this account, Sondy discusses his pre-enlistment, enlistment and training in the U.S., and his combat experiences in France and Germany. Personal narrative is appended to the interview outline. Contributor An entity responsible for making contributions to the resource McCauslin, Kelly (Interviewer) Spring Lake District Library (Spring Lake, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--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 2008-01-26 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/021a4cc25d50f3ef11a8d589ae6f9fc0.Pdf ccc4d3218a78ac711db59bc32bb75e1a 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 Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-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-08_BI-SonsofIsrael-Minutes_1943 Creator An entity primarily responsible for making the resource Sons of Israel Date A point or period of time associated with an event in the lifecycle of the resource 1943/1945 Title A name given to the resource Sons of Israel 1943-1945 Minutes Description An account of the resource Board meeting minutes of the Congregational Sons of Israel, Temple B'nai Israel from July 1943 to January 1945. Subject The topic of the resource Jews--United States Muskegon (Mich.) Men--Societies and clubs Minutes (Records) Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b203229da78ec83608b418be208f6606.mp4 8536692a753a4e9fa15c8ca2bfe3919b https://digitalcollections.library.gvsu.edu/files/original/1f26a55d62bb17208bec1a10b6d4c803.pdf 3823906995f5cf16da021c60fcef49eb PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Veteran : Harold Soper Interviewed by James Smither Transcribed by Christopher Kroupa Interviewer: We’re talking today with Harold Soper of Grand Rapids Michigan and the interviewer is James Smither of the Grand Valley State University Veterans History Project. Ok, can you start us off with some background on yourself, and to begin with where and when were you born? Veteran: I was born in 1920, April 16 in Indianapolis Indiana. I lived there three years and then we moved to Berrien Springs, Michigan. Lived there for about six years and then we moved to Grand Rapids, Michigan. Where I lived all my life. Interviewer: Okay Veteran: Until I went into college and went on my own. Interviewer: Alright, now what was your family doing for a living when you were growing up? Veteran: My dad was, worked for Kraft, Kraft cheese, he was a district manager for Kraft Foods. And he had all of Western Michigan and he had northern Indiana. And his job was to go around to make sure all the salesmen were selling the products and were doing their jobs. Interviewer: Ok �Veteran: So, he was a manager for them. Interviewer: Ok so now was that a steady job for him for him in the thirties? Veteran: Oh definitely. Interviewer: Okay so, there’s a depression going on and maybe not hitting you as directly as some people. Veteran: Didn’t hit us at all. Interviewer: Ok alright and then where did you go to high school? Veteran: I went to high school in Grand Rapids named Creston, Creston High school. Interviewer: That’s still there, yeah, ok. And when did you graduate high school? Veteran: 1938. Interviewer: Alright and after you got out of high school, where did you go? Veteran: I went to Michigan State for four years. �Interviewer: Ok and were you still in college when Pearl Harbor happened? Veteran: Yes. Interviewer: Ok and do you remember how you heard about it? Veteran: Oh yes, I remember, I was, I belonged to a fraternity, and we were, we were, just kinda parting, doing some uh part… (2:00) Interviewer: Partying yeah. Veteran: And at the time of day I heard about it oh it was awfully exciting and awfully disturbing let’s put it that way. Interviewer: Mm-hmm. Veteran: Yeah that was terrible because we were graduating, and we knew that it would affect us. �Interviewer: Alright, now what did you do about that? Did you go off and enlist, or did you wait to get drafted? Veteran: No I, well I waited to graduate and I was drafted before I graduated. Interviewer: Mm-hmm. Veteran: I had to graduate after I was drafted. Interviewer: Alright and did they allow you to stay in school to finish the term or? Veteran: Uh-huh (Nods head yes). Interviewer: Ok. Veteran: The draft ward had to get another list of men, and I was it. Interviewer: Right, ok now once you’ve been drafted then, so now it’s the middle of 42 at this point, so I guess July, where did they send you then for training? Veteran: Fort Belvoir for basic training, three months of basic training. �Interviewer: Ok and what did that consist of? Veteran: Oh, that consisted of going on marches, learning about various weapons that we used, quite a few classes, but a lot of training to build us up and strengthen us. We did marches and calisthenics and all that type of thing. Interviewer: Ok, Veteran: To get ourselves into shape. Interviewer: Alright, now let’s see, is that in Virginia? Veteran: Yes Interviewer: Yeah ok, now were all of you there just for general training, or were you all going to go into the same part of the army? Veteran: No, we just for general training, Interviewer: Ok Veteran: People went various places after that. �Interviewer: Alright, now when you were at Michigan State, had you done any ROTC there? (4:00) Veteran: No Interviewer: Ok Veteran: I had no interest in that. Interviewer: And that wasn’t a requirement at the time you went there? Veteran: (Shakes head no) Interviewer: Ok, alright so now you spend three months in Virginia, and at Fort Belvoir did you have to stay on the base the whole time? Veteran: On weekends we could, we could take off. Interviewer: And did you remember if you went anywhere? Like to Washington or Richmond? Veteran: Haha, yeah, I went to Richmond and I actually found a young gal there and went to see her every weekend I could. Got so attracted to her that after I was on furlough, I invited her up to �Grand Rapids to meet my family. And I think she was very disappointed but then I went off to the wars and we corresponded for a bit of time, but I finally cut it off. Interviewer: Ok um, but in the meantime, you had a pretty good time while in basic training? Veteran: Yup Interviewer: Yeah, at least better than most, ok now once you finished the training then what did they do with you? Is this where they sent you to Texas or? Veteran: Then, then, we were assigned to an air force administrative group, to go, well we were put on a troop ship, and the troop ship because of the German U-Boats we had to go way around South Africa, South America I mean, South Africa I mean, South Africa way down into the cold area down there and up to Bombay, and I got off at Bombay and four of us were supposed to go to this Air Corps administrative thing I talked about, Interviewer: Mm-hmm. (5:56) Veteran: But when we got there, we found out that the class had already started so then they assigned us to another group. They assigned us to a group out of Wyoming, the head of the group �was a very nice guy from Wyoming and all the troops were sheep herders. And I came in as a private, as a, *Phone ringing in background* Interviewer: Let’s wait for that to finish ringing here. *Phone reads phone number* Veteran: See that isn’t for us. Interviewer: Yeah, right. Veteran: We get those all the time. Interviewer: Yeah, oh yeah Interviewer: Okay, well, let’s Veteran: So, I went into the Army as a private Interviewer: Right �Veteran: And, just by the grace of God I got into this, this particular company, Interviewer: Mm-hmm Veteran: And these guys were a bunch of, they had never been to college or just a bunch of sheep herders. Interviewer: Right. Veteran: They were prone to drink a lot and, so the guy was a corporal, he goofed off and so I got his position and over a period of about three months I got all the way up to Master Sergeant. How they, there was one guy who was a Tech Sergeant which is which is like may starting salary grade six, there was a guy there that Tech Sergeant fired and he he’d rather have that position which had different duties then the master, so I got all the way to Master Sergeant in a short period of time. Interviewer: Okay, now to get over I mean to get to the Indian Ocean, I mean you talked about going around Africa and so forth, do you remember anything about that sea voyage? (7:59) Veteran: Twice, twice our boat had to make a sudden jerk to avoid a German U-Boat. �Interviewer: Right, do you, Veteran: That was it, that was the only exciting thing. Interviewer: Okay now were you in a convoy or just by yourself? Veteran: Oh we were, the troop ship was, was a large, it had been a pleasure boat. Interviewer: Okay so an ocean liner. Veteran: Yeah and I think we had ten thousand troops I think on there. It was a nice big boat. Interviewer: Okay, and some of those were fast enough that they went without escorts. Veteran: Yeah. Interviewer: Okay. Veteran: We, we had when we went around Rio de Janeiro, in that area, we had air cover. Interviewer: Mm-hmm, yeah cause that’s available from there and that was part of it, but were there parts of the ocean you were just out there by yourself? �Veteran: That’s right. Interviewer: Okay, do your, was the weather bad or was it ok? Veteran: No, I remember the weather was nice . Interviewer: Mm-hmm. Alright and then do remember anything about Bombay, you stayed there a while? Veteran: Oh yeah, what happened was, the four of us, got there and the place that we were supposed to go, they already started so they put us on a, told us to just stay there so we were there seven days. Interviewer: Okay. Veteran: So over seven days we just wandered around the town of Bombay. We were GIs and the people there were all good to us, and it was a nice experience, and then we got on a small boat, it took us up the Tigris-Euphrates River to Khorramshahr, Iran. Interviewer: Right . Veteran: And right across the river was Basra, Iraq. �Interviewer: Mm-hmm, yup Veteran: They were right across the river from each other. And so, we were stationed there for a period of time. Interviewer: Okay, so what kind of setup did you have in Iran, just live in tents or in a town? Or? (9:59) Veteran: Yeah, we were, we were in tents and we were in tents so we got there, they had barracks made by the time we left. They did a lot of construction work there while we were there, making it a little nicer for the troops that came after us. But while we were there, we went into town, I went all the way out to Tehran, took a truck, a truck took us up to Tehran and we had another, Hamadan was another city in Iran that troops went up too that was a nice town and good to us and also we went over to Basra and I went up into Iraq, I can’t remember the names of the cities but up 100, 200 miles up into Iraq. So, we really got to see that country while we were there. Interviewer: Ok, how, what kind of impression did you have of the people in these places? Veteran: Well, the Iranian Government was really bad, they killed off people like, like nothing. They were like the Russians, if anyone stole or something why they just killed them. But the Russians said they buried them alive if they caught someone stealing. They were both the �Russians and the Iranians were cruel to their people. But, Iraq their government was a little more humane. Interviewer: Now did you have a sense that the people resented your being there or were happy to have you there or didn’t care? Veteran: Well see I was, like I said in charge of this what they call the oil dump and their sending all these things up to Russia and I had forty, forty foremen, and they were all Muslims. (12:09) Interviewer: Mm-hmm Veteran: All college-educated Muslims, and they just loved me, Interviewer: Okay. Veteran: Because I didn’t smoke or drink and they were so glad to know that Americans weren’t these tough guys that these construction workers were getting drunk all the time, smoking and all. And I told them those guys, they’re not typical Americans at all and I found out that, you know I was Christian and again I didn’t smoke or drink at all and they just loved me. I treated them good and then they oversee the 800 workers that loaded these trucks. �Interviewer: Okay, now had they been educated in Iran or any of them gone abroad? Veteran: I think, I can’t tell ya, they were all college-educated. I don’t know. Interviewer: But they spoke English? Veteran: Oh, very well. Interviewer: Yeah okay, now my understanding is that what was going on in Iran in part was that the British and the Soviets were sorta taking over the main railway that went from the Persian Gulf up north. Veteran: Yeah. Interviewer: So that was a supply route that you’re using. Veteran: That railroad was one of the supply routes. Interviewer: Okay and the British were in charge of the half from Tehran south, did you ever see any British Military personnel? Veteran: Oh yes, when I went into town. �Interviewer: Mm-hmm Veteran: So never, I never cozied up to them because usually they were drinking and kinda that’s where I would see them you know in these restrooms and places and they’re kinda rowdy. Interviewer: Okay, so you didn’t have any official dealings with them or anything else like that? Veteran: No (13:58) Interviewer: Okay, now when you’re over in Iran, did you have much communication with people back home? Veteran: Uh yeah, what did we have, we had was it something like an email it was, Interviewer: Now they have V-Mail right? Veteran: V-Mail! (Nods head yes) Interviewer: Right and then they take a picture of it or whatever. Veteran: Exactly. �Interviewer: Yeah Veteran: And I was pretty, pretty faithful in keeping contact with my family. Interviewer: Mm-hmm. Veteran: Yeah. Interviewer: Okay, did you feel like you were kind of missing out on the war over there or was it interesting enough that it didn’t matter? Veteran: Well I’ll tell ya my dad was in World War One and he was a captain. Interviewer: Mm-hmm. Veteran: And he actually was right in the fight, in fact we actually was out in no man’s land and caught a German soldier and brought him back but and he was quite disappointed that first I didn’t become an officer. Interviewer: Mm-hmm Veteran: And second that I, where I went, �Interviewer: Right. Veteran: He, his first reaction was that he wished it were otherwise but then after that he accepted it. Interviewer: Mm-hmm. And did you have any feeling about that yourself or you were just gonna go where they sent you? Veteran: Exactly. Interviewer: Okay, now eventually you rotate home, you don’t stay in Iran for the entire war. How did that come about? Veteran: Yeah, you have to be over there, I didn’t know that at the time but, eighteen months before you go back to the states. Interviewer: Mm-hmm. Veteran: And so after 18 months I, I came to the headquarters there and said I wanted to go to the Quartermaster Officers training, and that’s when they told me, well Quartermaster is already in session, they’ve, in 2 or 3 weeks that will be that, but besides you’re not qualified because you’re not a limited service guy, which is one of the requirements, so I, that’s when I said I �would go with the Corps of Engineers. So, I signed up with them and went into their basic training. (16:36) Interviewer: Okay. Veteran: There’s a thirteen-month thing to become an officer. I was there 10 weeks of that terribly hard training and then I, like I told ya, the officer in charge there said, you know because you’re doing so well in the written exams and all, you’re gonna pass but 40% of these guys are gonna fail because we’re gonna take 60% of them. Interviewer: Mm-hmm. Veteran: And these guys ya know they build Bailey Bridges and they’ve been enlisted men, it’s a shame because you can be an officer but you’ll never be able to do a good job of commanding them if you don’t understand the work, and I agreed with that wholeheartedly, and so, I agreed to quit after 10 weeks, Interviewer: Mm-hmm. Veteran: And like you say, he, well he just told me to go to wherever the Quartermaster LCS was. Anyway I was sent there and when I got there like I say they were already in operation and �so I went back to the Corps of Engineers and said place me someplace and so I was very fortunate, ya know I had a college education in accounting and so they sent me to Chicago where they were, they were, had military contracts as we got near the end of the war, and many of the military contracts were being closed. So that was my job, (18:30) Interviewer: Mm-hmm. Veteran: To close military contracts, filling office standpoint. And so, I lived in Chicago for one year what they call, *Phone ringing in background* Veteran: Called rations and quarters, Interviewer: Mm-hmm. Veteran: I stayed in a hotel and got my food paid for, Interviewer: Mm-hmm. Veteran: And I had a certain amount of money to spend. �Interviewer: Mm-hmm. Veteran: And after one year there, they transferred me to Indianapolis, and I did the same thing up there. Interviewer: Okay, now where were you when the war ended? Were you in Chicago at that point? Veteran: Yeah. Interviewer: Okay. Veteran: Yeah and then I went up there and you know, it was just wonderful the work I did, I was trained in school and I can do and not many people could do that, and I lived (illegible). Interviewer: Right, now when you were doing this kind of work, did problems come up? Were there any companies you were dealing with that were Veteran: Oh yeah. (19:59) �Interviewer: Anything, Veteran: In fact, I had to many times I had to visit these companies. Interviewer: Mm-hmm. Veteran: Oh yeah. Oh, I don’t think I ever got one contract closed that I didn’t have to at least one visit. I had a company car and in fact a lot of times I had a company driver to take me these places depending on if it was close by at all then I could drive the company car, but if they thought it was all the way or a dangerous way I’d have a driver. Interviewer: Okay, so a company car, like an army car basically. Veteran: Mm-hmm. Interviewer: Yeah, alright, now you were still a Master Sergeant at this point? Veteran: *Nods head* Mm-hmm. Interviewer: And then did you go in a formal dress uniform and try to look impressive? Veteran: No, no I was always in a uniform. �Interviewer: Mm-hmm. Veteran: Always. And actually, in the Army most people have more respect for a Master Sergeant then a certainly a Second Lieutenant. Interviewer: Oh yeah. Veteran: And probably even the First Lieutenant, in fact when I was in Iran there, I had a First Lieutenant who was there to, as my boss, Interviewer: Mm-hmm Veteran: And he just sat around. Interviewer: Well the Sergeants do the work, Veteran: I did all the work, he didn’t, he was there, he’d been in the war and he actually had been wounded. Interviewer: Mm-hmm. Veteran: And he was, he’d been in the hospital, the reserves for recovery. �Interviewer: Now, the unit that was in Iran, you said they were from Wyoming, would that have been a reserve unit or National Guard unit? Veteran: It was a reserve. Interviewer: Okay. So, you had your core group of guys who were in it and, Veteran: Yup. Interviewer: That’s where they got sent, okay. Now in that unit were you pretty much the only guy from someplace else? Veteran: Yeah. Uh no, there were four of us. Interviewer: Okay. Veteran: There were four of us. Interviewer: Yeah, the four of you came together that’s right. Veteran: The other three guys, they never advanced at all, (22:03) �Interviewer: Mm-hmm. Veteran: They didn’t care to. Interviewer: So, they just joined the rest of the group and, Veteran: Yeah, they just joined it and then they didn’t care whether they got to be an officer, or even an enlisted officer or not, Interviewer: Mm-hmm Veteran: But they’re nice guys, but they were certainly nothing like me. Interviewer: Right, now it’s a lot of times soldiers, if they’re stationed in a rear area in some other country, can get into a lot of interesting kinds of trouble, there could be women, there could be black markets or other things like that, did much of that happen? Or in Iran was the society more tightly controlled than that? Veteran: Yeah, there were women and some of these guys would get involved with them, Interviewer: Mm-hmm. �Veteran: But I, I just wasn’t aware of much of it, Interviewer: Right. Veteran: I didn’t do it myself, Interviewer: Mm-hmm. Veteran: And I just heard what they did, but I’m not too knowledgeable about that, Interviewer: Right, and I wouldn’t think that in, you would necessarily have a lot of bars and places like that. Veteran: They had the bars, Interviewer: They had bars okay, I guess they wouldn’t after the Islamic state took over, but that was a long time afterward. Veteran: Mm-hmm. Right, oh yeah. Interviewer: Alright, so when you were talking about doing again this business of closing contracts and things like that, what kinds of business were you dealing with? Were they manufacturers or? �Veteran: Oh yeah, they were, one of them was weapons manufacturer, a number of them supplied things like clothing, Interviewer: Mm-hmm (22:58) Veteran: Uniforms and I remember several of them were in the uniform and, let’s see what other things were there, supplying that the military need that weren’t necessarily military items, but I don’t remember any food companies, Interviewer: Mm-hmm, okay Veteran: That’s about it. Interviewer: Okay alright, but yeah, I mean you have all this stuff that you need to run the offices with and all the various kinds of equipment besides the weapons and so forth. But basically, you were pretty much responsible for a wide range of different things and the companies that were just in those areas? Veteran: Yeah �Interviewer: Okay, alright now did the Army, *Phone ringing in the background* Veteran: Aren’t they awful Interviewer: Yeah, did they army make any effort to get you to stay on or did they just want everyone to go away? Veteran: They did, they did ask me if I didn’t wanna go into, become an Officer and stay, Interviewer: Right Veteran: I had, in the end they gave me that opportunity. Interviewer: Mm-hmm Veteran: But I turned it down. Interviewer: Okay, now so when did you get out of the Army? Veteran: I got out in ‘46. �Interviewer: Okay, so after you got out what did you do? Veteran: I went back to, to University of Michigan and got my master’s degree, Interviewer: Mm-hmm Veteran: And actually that, my tuition and everything was paid for by some organization that heard about what I did and all, and I can’t remember what the organization was, but it was some organization in Chicago that paid for all of that for me. (26:02) Interviewer: Okay, you mean somebody that you had somehow done business with, or had a connection with from that time? Veteran: No, I didn’t have any connection with them, Interviewer: Okay Veteran: They just made that available and somebody in the military there made that available to me, Interviewer: Okay, �Veteran: And then contacted, Interviewer: So, you got into that from, Veteran: So, I mean they were just doing it for anybody that they felt had done a good job in the military. Interviewer: Okay, and was this in accounting or something else that you did? The master’s degree. Veteran: Business Administration. Interviewer: Okay, and then once you finished that, did you go find a job? Veteran: Oh yeah, first I, I wasn’t sure what company I wanted to go with, and so I became a CPA, certified public accountant. Interviewer: Mm-hmm Veteran: And I went around and audited the books of a lot of people, I did that for a couple of years, and then, then I went to Ford Motor Company. I was there for 26 years. �Interviewer: Mm-hmm Veteran: I started out as a, as an auditor, internal auditing, and I worked up to the controller of the company. Interviewer: Okay, and did you retire out of there, or move onto something else? Veteran: No I retired from there. I retired from there about, what I did, no I didn’t, I retired from there but then I went back into a, CPA work. Interviewer: Okay, yeah. Veteran: And it was just, it was just the Lord leading because one of the big clients I had was in Muskegon, and the job there took about two months in the middle of winter, and that’s when I met my wife, one of the gals who worked at the client, was a friend of my, my wife and she fixes up on a blind date, and that was the beginning, (28:11) Interviewer: Alright Veteran: That was, yeah that was wonderful. �Interviewer: Okay, when you kind of look back at the time you spent in the service, what do you think you took out of that, or learned from it? Veteran: Well certainly, oh, I grew up I guess, and became an adult and knew what was going on in the world, and I was a little bit, little bit unhappy with the way I, I lived a more controlled life, Interviewer: Mm-hmm. Veteran: In the church, and the church community you know, I just didn’t know a lot, some of the people out there who live so vulgarly, Interviewer: Mm-hmm. Veteran: And so yeah, I think the main thing I say is I grew up and knew what was generally going on in the world and I was then happy to come back into a climate of a church and a Christian school, and all that type of thing, it made me appreciate it more. Interviewer: Alright, okay, well you were telling me you know you don’t remember as much as you used to but I can say that you told us enough to make this worth coming and recording the interview, and I can safely say that I’ve never talked to anybody who had either of your jobs, so thank you very much for taking the time to talk to me today. Veteran: Well it’s been my honor and my privilege to do it, thank you. �Interviewer: Alright. (29:54) � 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_SoperH2123V Title A name given to the resource Soper, Harold (Interview transcript and video), 2017 Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Description An account of the resource Harold Soper was born on April 16, 1920 in Indianapolis, Indiana and settled into Grand Rapids in 1929. Soper was drafted into the Army before finishing college and went on to supervise the American Oil Dump being shipped through Iran and Iraq to the Soviet Union. After being turned away from the Army Corps of Engineering and officers' training, he was relocated to Chicago and Indianapolis to close domestic military contracts. After leaving the service, Soper finished his schooling and earned a master's degree in accounting. Creator An entity primarily responsible for making the resource Soper, Harold S. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource World War, 1939-1945--Personal narratives, American United States. Army Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II https://digitalcollections.library.gvsu.edu/files/original/3669e2c00b9e62d5f2e5bf4f55fcd550.mp3 4a714357b91d0b257ed2237b543de74f https://digitalcollections.library.gvsu.edu/files/original/89d21ff5f41b6cf87fb446a554decd1d.pdf d1b327e4d499648914d89b2f7d5eb3c7 PDF Text Text Cynthia Sorenson interviewed by Gina Asman and Ken Kutzel July 21, 2018 GA: Now what you’re doing is working. Ken: Alright, we're headed down, just hit the record. Okay we'll do that. Thank you very much, Ken. Ken: You’re welcome. GA: As they leave… What do I have in my mouth? I don’t know. So, we'll get started alright.I got some questions here that I supposed to be asking you. This is Gina Asman and I'm here today with Cynthia Sorenson, my friend, and we are downstairs in the Old Schoolhouse in the place where Cynthia is very very comfortable. Today is July 21, 2018. We are in Douglas, Michigan. and this oral history is being collected as a part of The Stories of Summer project which is supported in part by a grant from the National Endowment for the Humanities Common Herritage program. That’s quite the name. Thank you for coming today and taking the time to talk with me. I know I kinda twisted your arm to do this tonight. This is not your favorite thing I know I'm gonna ask you some different questions I hope because before I think they talked about the, the robbery at the bank was in that. Weren’t you interviewed as far as that was concerned? Well, the second time, yeah. Pat Devenhost and I were interviewed. GA: Okay, but what was the first time about then? CS: My sister and myself. GA: Okay the two of you, so you and Marge were interviewed now. Okay. Well anyway, I wanna learn more about your family history and your experiences that you've had here in the Saugatuck-Douglas area and I have to ask you this can you please tell me your full name and spell it, even though I know how. CS: Cynthia Anne Petertyl Sorensen. GA: Now, that is an interesting name. Spell it for me, please? All of it? �GA: The whole thing, especially the Peter, that’s where I get the Peter. CS: C Y N T H I A A N N E P E T E R T Y L S O R E N S E N GA: I bet Sorenson is often misspelled, isn’t it? CS: Yes. GA: And that's not very nice because it's a good Scandinavian, I think. CS: I think it's Danish. GA: Oh, Danish! Okay I’m sorry I was wrong there. Now, tell me about the Peter, because I’ve heard. CS: Petertyl. GA: I know but I've heard him calling you Peter or Pete. I guess it’s Pete. CS: It’s a nickname. A family name. GA: Tell me about that. CS: Oh, my grandmother my mother's mother's maiden name was Petertyl. GA: Your mother's mother, okay. CS: My grandmother. It’s Bohemian. GA: Oh, its Bohemian? Now, how did Bohemian and Danish get together CS: I don't know. GA: They just did. CS: They met in Chicago, my mother did. They met in Chicago. Now, what else did you need? GA: Well I just think it's such an interesting name and I heard your niece, Joan, say… �CS: No, my cousin. GA: Your cousin, that’s right. She said, “Pete was there” And I said, “Pete? Who’s Pete?” “Oh, you know, Pete.” So, I thought, oh, and that’s why I had to ask you. CS: My family nickname and then of course when I worked in the restaurant with my aunt, she would call me Pete. The customer's would call me Pete. GA: Well, tell me about that restaurant. I know it's called The Hollyhock, right? CS: The Hollyhock House. GA: The Hollyhock House. Tell me about that. CS: My aunt had that for many many years. she it was the best restaurant in town. GA: Your aunt's name was? CS: Emily Leon. GA: Ellie Leon CS: Emily. Emily Leon. GA: And then the building is still there, isn't it? CS: No, Marrows took it over and extended their restaurant. GA: But, it is where Marrows was, correct? CS: Well, Marrows was on the corner. GA: The corner, right. CS: And they took the property in between the lot and my aunt’s house. GA: Oh. CS: So, there’s actually three lots there. GA: See, I was incorrect because I thought that the back part of the side part that runs along the road there was The Hollyhock House. �CS: It was facing Water Street. GA: Water Street, yes. Because it kind of bends in there, doesn’t it? CS: Yeah. GA: How long did you work there? CS: I started when I was fourteen. GA: Oh my word. CS: Helping in the kitchen. I worked there for twenty years. GA: So all through high school and so on, then. CS: Yes. GA: And I’m sure that probably during the summertime you were really, really busy, weren’t you? CS: Very busy. There would be lines of people waiting to get in. GA: Well, I can remember hearing about it. I don’t ever remember eating at it but I can remember hearing people talk about it, that it was a very good place to eat, and it was very… What should I say? A neat place to go, a different place to go, not your typical hamburger or whatever. CS: It was all homemade food, homemade cooking. 5:08 GA: What was your favorite? CS: Well, probably her vegetable soup. [Chuckles] GA: Her vegetable soup. Did they have other kinds of soup? CS: Oh, yeah. She made it all. GA: Was there different soup on different days? �CS: She made all sorts of kinds of soups. I don’t remember if it was one a day or how she did it, but all of her soups were good. GA: But vegetable soup was your favorite? CS: Yeah. GA: What did they have for dessert? I love dessert. CS: Pies. All sorts of pies: Lemon meringue, butterscotch, and chocolate, coconut cream… GA: So, a lot of cream pies, then? CS: Oh, yeah. GA: And why did she call it The Hollyhock House? CS: She liked hollyhocks, and there were hollyhocks in the vacant lot next door. GA: Ah… and these were probably the old-fashioned ones, the singles. CS: Yeah. GA: Did you ever take them apart as a little girl? CS: Oh, yeah. GA: Make dolls? CS: Make dolls, yes. GA: I did that too. So, vegetable soup, lots of pies. CS: Lemon meringue. GA: Lemon meringue, was your favorite lemon meringue? CS: Yep. And she made a lot of sweet rolls. Her cinnamon rolls were the best. Everyone liked her cinnamon rolls. GA: So, she was probably open for breakfast then? CS: Oh, yeah. �GA: What time did you have to go to work? CS: I can’t… let’s see. I think she opened at 8:00. She started out serving dinners and decided it was easier to do breakfast because there wasn’t a lot of waste. Eggs just kept, you know. Then, she decided that breakfast was too hard because everyone wants it to be perfect. People like their eggs a certain way. GA: Scrambled, over-easy. CS: Yeah. GA: Oh, this is too hard! CS: So, she went back to dinners. GA: Oh, really? CS: And, that’s when there were line ups because the pavilion was there then. GA: Right across the street, really. CS: Mhm. And, she went back to breakfast and lunch. So, I was a waitress. I didn’t do any of the cooking. GA: Well, that’s more fun. You didn’t have to clean up, either, doing dishes? CS: No, I didn’t have to do the dishes. There were high school girls that came in and did the dishes. GA: What was the décor like inside? When you remember, what did it look like? I imagine it being sort of light, bright colors and so on? CS: Yeah. She used a lot of yellow. GA: A lot of yellow, okay. CS: Just all kind of. It was kind of open. There was a porch, a glassed in porch. The windows could be open. It was very cheerful. GA: And I assume there were tables out on the porch? Were you serving? �CS: Yeah, we served tables on the porch. In the regular restaurant, she had vases of flowers on every table. GA: Fresh flowers, I’m sure. CS: Yeah. She had a big flower garden in the back because she liked to garden. GA: So, these flowers probably came right from her garden. Yeah. GA: Neat. CS: I don’t remember… Well, I was there when the pavilion burned. GA: You remember that, then? CS: We were open. GA: Because that was early May, wasn’t it? CS: May, yes May of 19…60? GA: May 1960, yes. So you were working that day, then? CS: Yeah. It happened right around noon hour. GA: So, it was right across the street from you. CS: Yeah. GA: Oh, my word. CS: You hear the fire whistle. They had a fire whistle at that time. Everyone was running down between the pavilion and The Crowbar because there was smoke down there. And I said, “Oh, there’s a boat on fire.” I looked across the street, and there were flames inside the building way over in the far corner. And, we were full of customers, of course. I said, “Everybody better leave.” Nobody wanted to leave, they all finished their lunches, paid... GA: Oh, you’re kidding! Just kind of watched everything? CS: Yeah. �GA: Oh my word. CS: Firetrucks were pulling out of the front. GA: Well, they had the front row seats. CS: Yeah. My sister worked at Harris Pie, in the office of Harris Pie then. She and a couple of her friends came for lunch and they were waiting for a table. And they took their lunch with them back to the office. 10:10 GA: To go, yeah. CS: Finally, we got everybody out of the restaurant, and I happened to think to grab the cash box. We had a cash register, but I thought to grab the drawer and went into the backyard. My aunt had a dog at the house, so I let him out. Then, I just stood in the back and watched it burn. GA: Holding the cashbox and keeping the dog company then? CS: Yes. GA: Oh my word. CS: And while, just before we left, this lady from Douglas, Mace Acosta, came. She wanted pie and coffee. And I said, “Well, you can’t come in, we’re closed.” But she insisted, so I gave her a pie to take home. GA: Oh my word! CS: She wasn’t going to leave. GA: And she just wanted to come on in, eat her pie and watch the excitement going on across the street? CS: Yes, yep. So that’s… My cousin Frank was at Michigan State then, and some of his friends called and told him what was going on. They came and got his record collection out of the house. GA: Sure, because he was living at that house then. CS: Yes. �GA: The house didn’t burn, did it? CS: No, but the plane glass window on the front cracked. GA: On the house? CS: On the restaurant. GA: Oh, the restaurant. CS: Yeah. A couple of the firemen were keeping hoses on the roof of the house, so it didn’t burn. She also had candles, candles on all of the tables. They melted right over because it got so hot in there. GA: Oh my word. And it was probably pretty cool out because it was early in May? CS: Yeah. GA: So, it wasn’t 80 degrees or anything. CS: It was a sunny day, I remember, but… Later after the fire was out, then she opened up and made sandwiches for the firemen, or whatever they wanted to eat. A friend of hers came and helped her. GA: Now, you probably helped too, didn’t you? Or did you have to go and do something else? CS: I was there, but I don’t remember doing – GA: Well, you probably helped serve them to the firemen. CS: Yeah. I don’t remember doing that, but I must have. Of course, I had to hang out with the dog. [Both laugh] GA: And you made sure the money was safe, too. CS: Yeah. My parents were living in Lansing. GA: At that time? CS: They were coming over for the weekend and they saw all this smoke in the sky. GA: They were probably… �CS: They couldn’t get into town. They weren’t letting anyone into town. GA: Were you living at that time on Campbell Road? CS: Yeah. GA: But your folks were in Lansing, so it was just you and Marge in the house, then? CS: M-hm. GA: I didn’t know that! I thought your folks lived there all the time! CS: No. My dad worked for the State of Michigan, and he worked out of Lansing. GA: Oh. CS: They’d come over every weekend. GA: So, you two girls were just on your own then? CS: M-hm. GA: Oh, well, times are… CS: We were old enough then. GA: I know, but times are different now. [Laughs] Would you leave your teenagers there, my word! CS: Well, Marge wasn’t a teenager, so. She worked at Harris Pie, and I did the restaurant. GA: Well, now, I know that your house is really, really old. Talk about your house. You said you lived in that house after you had lived in another house downtown in Saugatuck first. CS: M-hm. GA: But this house had already been built on Campbell Road? CS: Oh, yeah. GA: But, it’s not a farmhouse. It’s too fancy to be a farmhouse. CS: Oh, it isn’t fancy. �GA: Oh, I think it is. CS: It was a farmhouse. GA: Well, it’s not a typical, plain old, what should I say, bare boned. Well, the inside wasn’t like a lot of those houses, Victorian houses. CS: It was plain. GA: But the outside is very, very elegant, as such. It was on a hill; it looks really nice there. CS: According to Jim Schmeecan, it was built in 1867 or 8, I can’t remember. GA: So it’s… my math… It’s 150 years old. CS: Yeah. It was the only house on that side of Campbell Road when we moved there. 15:03 GA: Oh, really? The only one? Was there ever a barn in there, too? CS: Oh, yeah, there was a big barn, food storage building, and a chicken coop. GA: And a chicken coop! And, you didn’t raise chickens for food? CS: Nope. GA: But there were probably already fruit trees there. CS: Oh, yeah, the whole area was a fruit orchard. GA: Peaches? CS: All kinds of fruit. Different kinds. GA: Hmm. CS: But at that time, we weren’t running the orchard at all. It was just there. GA: It was just there. CS: Yeah. It wasn’t taken care of; it wasn’t sprayed or anything like that. �GA: How old were you when you moved into that house, do you remember? Were you in high school? CS: Yeah, I was in high school. GA: You came from Chicago? CS: Yeah. Brookfield. GA: Brookfield, that’s where the zoo is. So, you came up here because your dad had a job in Saugatuck, right? CS: No. He quit his job in Chicago because he was tired of commuting through the loop. And, what he wanted to do was build. He was a builder. GA: That’s right. CS: He wanted to build houses up here. We moved here after my sister graduated from Riverside Brookfield High School, because she was going to go to Western. My dad liked to hunt and fish so he wanted to be in this area. GA: So, this was a perfect place for him! CS: M-hm. We were here… Well, we came here in October of 41. In December, there was Pearl Harbor. GA: That’s right. CS: So, the company he worked for in Chicago wanted him to come back, because they had a job out in Nebraska building ammunition storage in the fields of Nebraska. So we went out to Nebraska for, oh, almost a year. GA: Where abouts in Nebraska? CS: Sydney, Nebraska. GA: I don’t know where that is. CS: It was just a little town like Fennville. �GA: I’ve never been. Oh, like Fennville, okay! Is it in the middle of Nebraska, or where in Nebraska? CS: It’s more in the southwestern parts. GA: The southwestern parts, okay. CS: Because I know we took trips to Colorado and Wyoming while we were there. GA: Oh! So, you were there a little while then? CS: Yes. Not a full year, but. GA: Not a full year, okay. CS: Then we came back here. GA: But at that time, you did not have the house on Campbell Road, correct? CS: No. GA: Okay, so you lived in town. CS: Yeah. We lived on… first we lived on Lake Street. That house isn’t there anymore. And, then, we lived up on Mason Street. GA: Okay. CS: Then my dad built the house on Hoffman Street. GA: Oh! And is that house still there? CS: Yes, yep. GA: Do you know the address or anything? CS: I don’t know. I can’t remember enough. GA: But you’d know what it looks like, right? CS: Oh, yeah. They’ve changed it. GA: Oh, okay. �CS: That was in the 40s, then, by the late 40s. Yeah. I was in high school, so I could just walk to school, the old school. GA: The old school. Because I can remember the Saugatuck High School burned in the middle of the night, didn’t it? CS: Yeah, there was a thunder storm and they think it was struck by lightning. That was 1950.I can remember my dad was good friends with Mr. Wah. GA: Was he the superintendent? CS: Yeah. I remember where we lived, and I remember the phone ringing in the middle of the night, and my dad saying, “Oh, we’ve got to go, Saugatuck High School is burning down.” And, they were talking about where they could hold classes and so on. Could we loan them books, or just whatever? Because my dad was in Fennville at that time. So that was in 1950. GA: Yeah. See, I didn’t remember when it was. I remember that the high school was on a hill. CS: You weren’t born then. GA: Oh, well, yes I was. [Both laugh]. The high school was up on a hill, but the gym didn’t burn, did it? CS: No. It was attached to the high school building, but it didn’t burn. GA: So, only part. CS: There was no damage upstairs. Let’s see, there were four classrooms attached to the old school, red brick, and the gym was to the other side. It wasn’t near the building that burned. GA: Okay, so it was separate, then, kind of. CS: Yeah. GA: Oh, I see. See, I don’t remember that. [Clears throat]. Excuse me. I remember going to games in the gym and knowing that was not a part of the school that burned then. CS: No, it didn’t. I don’t even think there was smoke damage in there, but there was in the red brick part of the school. And, we had to have classes in the Legion Hall now in town. �20:07 GA: Probably churches or something? CS: Churches. Let’s see, where else? Well, that’s about all there was. Then the fixed up the gym and divided it into classrooms. GA: Classrooms. CS: So yeah, we did. We had classes in there. GA: Because when you graduated, I think Saugatuck was much smaller than Fennville. CS: M-hm. GA: How many were in your graduating class? CS: Ten. GA: Oh, my word! [Laughs] Now there’s probably, what, 70 or 80? CS: Oh, yeah. GA: Over 100 maybe. CS: Yeah. GA: See, I don’t know. CS: Yeah. GA: Wow. Because I can remember the building being up there, and I haven’t been… Aren’t there apartments over there now? CS: Yes, condos. GA: Condos. They just took down the school, or what? CS: Well, they took down the old school and built a one-story school. GA: I remember that too. CS: Right in that spot. �GA: Oh, really? CS: I think they took down the red brick part too. The gym was left. Then they built the onestory, but it wasn’t very well constructed. It didn’t last. GA: I guess not. CS: So, then they built where it is now. GA: Where it is now. CS: Yeah. GA: Because that’s state of the art now, as far as. My brother and sister-in-law came over and moved here from the Detroit area, and they were like, “Wow!” They couldn’t believe what a wonderful athletic facility they have. They said, “My word, this is better than anything we’ve seen in a long time.” They were really impressed. Okay, when you were in high school, they were still called the Saugatuck Indians? CS: Oh, yeah. Still are. GA: Is there going to be any change to that? CS: They’re not. GA: I hope not too, because it just… CS: We had a big meeting, oh, two or three years ago, and someone wanted to change the name, drop the name. GA: But with the name Saugatuck, that’s an Indian name. CS: An Indian name. GA: You know what it means, don’t you? CS: Bend of the river, I think. GA: I think. CS: It has different meanings, but mouth of the river, bend of the river. �GA: Saugatuck, it’s a neat, neat place. It certainly has been well-known for years and years and years. So, you lived here, too, then, when they had the jazz festivals? CS: Yeah. GA: What do you remember of that? CS: I didn’t go to those. I wasn’t interested in that. GA: From what I’ve heard, the jazz festivals were supposed to be out where the racetrack is. Yes. GA: But, people, the college kids and such, the troublemakers or whatever didn’t go to that. They just congregated in downtown. CS: Came in downtown. GA: Because they wanted to CS: Drink. GA: Drink and riot and just have a good time. CS: Yeah. GA: See, you lived then. Well, actually your address in Saugatuck was on the other side of the river, so you didn’t have to be involved in that. CS: Right. M-hm. Stayed out of town. GA: I don’t blame you. I remember seeing pictures of this just jammed with people in front of the Old Crow and such, and Coral Gables. CS: I remember, in the daytime working in the restaurant, there were always a lot of people around. GA: That would have been about the same time, then, that the pavilion burned. Was that when they had them, or was that later? CS: That was later. �GA: It was later, okay. CS: The pavilion was gone then. That was just a parking lot, I think. GA: So, there was a parking lot across from The Hollyhock. M-hm. Down on the river. GA: On the river. CS: I think that property was sold to the Singapore Yacht Club. They had the parking lot. GA: Oh, okay. CS: They had their boats docked on the water there. One more thing, going back to the fire. We were wondering what to do about classes and things. And there was talk. [Coughs] Excuse me. GA: We need a bottle of water, but we don’t have any. CS: I don’t need a water. There was talk of merging with Fennville. GA: Really? Such rivalry. CS: We did not want it. GA: I’m sure Fennville didn’t want it either. CS: We had a demonstration march. GA: Oh, really? CS: [Chuckles] I shouldn’t be telling you that. GA: Well, I went to Fennville as you know, and we would have felt the same way. We don’t want to join with those Saugatuck Indians! They are our rivals. CS: That’s when they decided to rebuild. GA: That was in the – I don’t remember that at all. CS: I don’t know if we have any pictures of it? We must have pictures… GA: So, there was a demonstration? �CS: Oh, yeah. Saying, “No, no, no, no!” And, so, they listened. 25:04 CS: Then there was another… All these people were coming to the restaurant. There was a group that came it. It was one of the musical groups at that time. I can’t remember the name, but somebody said that’s who they are. They autographed a paper napkin and left it on the table. So, I picked it up and kept it. I still have it. GA: You’ll find it some place and go, “Oh, that’s where it is!” CS: I can’t remember the name of the group. There were four or five fellows that were in it. GA: Were they singers? CS: Singers, instruments and singing. GA: Ah. CS: I’ll find it and give it to the archives. GA: Yeah! You should because that would be special. So, did you have different napkins that said Hollyhock House on them? CS: No, just plain white. GA: Plain white napkins, okay. But somebody autographed it, like The Beach Boys or something. A well-known group. CS: Yes, they were well-known at the time. I don’t know if anyone would remember them now. GA: Oh, I’m sure oldies like the two of us would remember. Now, do you remember what they ordered? You waited on them, right? CS: Yeah. It was breakfast. I don’t remember what they had. But I thought, I’m going to save that. I don’t know why, but… GA: I’m glad you did! And you’ll find it, it’ll turn up, and you’ll say, “Hey, there it is.” You probably have it in a book or something to keep itCS: In a box that I’m saving. [Both laugh] �GA: Did you have other celebrities that came to eat at The Hollyhock House? CS: I don’t remember. I was trying to remember if Burt Tilstrom came in [Indistinguishable] GA: Yes. CS: I remember when he passed by out on the street. GA: On the street. CS: And the dragon was hanging out the window. [Both laugh] Someone he knew was eating at the restaurant. So he stuck the dragon out the window. GA: That’s neat. CS: Ollie. GA: I remember watching that on TV. Cuckoo Friend and Ollie. What year was that, I can’t remember? CS: Must have been in the 50s. GA: Early 60s. CS: Yeah, 50s. GA: Okay, do you remember seeing that dragon sticking out of the window, was the pavilion in the background, or had it burned down by then? CS: I think that it burned. GA: It burned. So it had to be after 1960 of May. CS: Yeah, I’m not quite sure. GA: You said you worked there for about 20 years, then. CS: Yeah. GA: Wow. CS: Yeah, I started working there in… Let me see. I think it would have been 1965. So, maybe it wasn’t 20 years. �GA: Maybe you subbed in somewhere or helped out sometimes, too. I remember because I had a friend, Bob Breckenridge, who worked in the bank. CS: Yeah. GA: And I would mock him and say, “Yeah, you don’t even have a job. You’re finished with work at 3:00 in the afternoon. That’s no job.” CS: The bank used to close at 3. GA: I remember that, yeah. But, you start work at what time? CS: 9:00. GA: 9:00. But you didn’t leave at 3:00. CS: Oh, no, no. We were there. GA: Because you had to make sure everything was … CS: Yeah. And, let’s see what else. Well, I was offered the job at the bank. I didn’t apply for it. GA: Oh, that’s a compliment! So they came to you and said, “Cynthia.” CS: I was taking a refresher course in typing up at the high school, an evening class. Mrs. Showers, do you remember Louise Showers? GA: I remember the name, but. CS: Yeah, she was there, too, because she was starting to work at the bank. She had to learn how to type. [Chuckles] And she told the bank manager. GA: Who was? CS: Mill Stahl. GA: Okay. CS: And she said he should ask me to work there because I was such a good typist. GA: Ah. �CS: So, I came into the bank and he asked me if I’d like to work there. It was just part time, because I had to work at the restaurant in the morning. I could work at the bank in the afternoon. Well, that lasted a week, and then he wants me full time. And Irene Simonson. GA: Okay. CS: She was a customer of my aunt’s who came every day for coffee. She said she’d like to have a job working the restaurant. GA: Oh really? CS: She just jumped at the chance. GA: So, she filled in for you and you went to the bank, then. CS: Yeah. 30:00 GA: Okay, may I ask you a personal question? When you worked at The Hollyhock House, how much did you get paid an hour? Not with tips. CS: I came across some pay stubs the other day throwing stuff out, and it seems like it was about a quarter. GA: Oh, that’s good. Oh, I think so. When I worked at The Redwood, I got 50 cents an hour, and that was in the early 60s. Oh, so, my word, I didn’t know that! CS: But, we made good tips there. GA: Oh, I’m sure you would have, yes. CS: Yeah. GA: Well, that was very profitable. CS: Yeah. When you stop to think about it, it was good at that time. GA: And when you worked at the bank, you had given up your job to Irene SimonCS: Irene Simonson, yes. Her husband was the photographer. �GA: Yes. I’ve heard that name. CS: Carl. Carl Simonson. GA: I would never recognize her if I saw her, but I’ve heard the name. CS: Well, you probably knew her son, Bruce. He was village maintenance, head of village maintenance for 50 years. GA: I just nominated Tanya, but that’s it. Your cousin, Frank Lamb, I know. CS: Yeah. GA: Because he was on the basketball team. CS: Yeah. GA: I’ve probably told you, but we used to call him The Nicotine Five. Isn’t that terrible? Because it was Frank Lamb, name me some of the other guys. Lovejoy. Frank Lovejoy. CS: Yeah. Ralph Brickles. GA: Ralph Brickles. Bob Breckenridge. CS: I don’t know. But Bob was younger… Rick Francis. GA: Rick Francis, yes! I thought it was Rex, but Rex went to Fennville then. CS: Yeah. He went to Fennville. GA: He… [gasp] He changed sides. CS: Well, he had to. GA: Yeah, I think there was a little problem there. CS: He and the coach, who was the school principal at the timeGA: Oh, really? CS: Had a disturbance… GA: There was an altercation. �CS: Let’s see. Frank and Ralph, Oh, Bill Hedgeland, I think. GA: That’s right. CS: He was one of them. GA: Will Hedgeland, yes, he was one of them. Oh, that’s right. Because you had a good team. CS: Oh, yeah. GA: They were very good and I know it was always the-. When you played Saugatuck, when Fennville played, that was the game. CS: M-hm. GA: And we played each other twice. Once in Saugatuck, once in Fennville. And those were the biggest turnouts. They were the most exciting. CS: Yeah, still are. GA: The rivalry. I don’t know, when did the rivalry start? CS: Probably from the very beginning. GA: From the beginning, yeah. The Blackhawks and the Indians. The Indians were really, really tough. I remember being in that gym, and it would be so crowded. I know one time my dad was sitting up at the top, and there were guys with snare drums up above him, and a snare drum fell off and hit him right in the head. CS: Oh, gosh. GA: Isn’t that a weird thing to remember? But, it was very crowded in there, very tight. As I recall, the bleachers seemed like they were right on the floor. There was not much room at all. CS: Yeah, it wasn’t very big. GA: But, it was filled with lots of excited spectators. Wow. Now, going back to, I keep thinking about The Hollyhock. How long, then, did your aunt have that? When did she close it? CS: She closed it in 1970, I believe. GA: So, ten years after the pavilion burned. �CS: Yeah, she wasn’t well, so she had to give it up. GA: And nobody took it over? CS: Oh yeah. I can’t remember their last name, but it probably was Sullivan or something. This couple took it over and kept the name. GA: They kept the name The Hollyhock. CS: They were, they just didn’t have as good of a restaurant. GA: I’m sure all the clientele figured that out early on. CS: Yeah. I think they sold to Marrows. GA: Oh, okay. CS: Then Marrows was built in the vacant lot next door to build over the house. GA: Because Marrows has been there quite a while. CS: Oh, yeah. GA: Probably since, what, the mid 70s, then? CS: Probably. I can’t remember the years now. I know there was a couple from Indiana that had the Marrows restaurant for a year. They would come up every summer and open up. They were jealous of my aunt’s restaurant because their food wasn’t that good. [Laughs] GA: And she always liked to cook? CS: Oh, yeah. GA: But she’d never been a restauranter like this before? An entrepreneur or anything? 35:04 CS: Well, when she first came to Saugatuck, she worked at The Green Parrot, I think was the restaurant’s name, so she worked there. GA: So, she said, “I can do this even better on my own.” CS: Well, she didn’t start right away. My father and John Ball had a restaurant on Mason Street. �GA: Oh, really, your dad? CS: Yes, they just had hamburgers and chili. GA: Oh, okay. CS: And my aunt worked there as a waitress. GA: Frank’s mom? CS: Yeah. My mother did the dishes and Mrs. Ball made the pies. GA: Oh, really? CS: And from there, the Balls opened their own restaurant on Butler Street. John Ball Restaurant. I don’t remember… GA: Now is that relation to the John Ball of Grand Rapids? John Ball Park? CS: No, no. GA: No relation whatsoever. CS: And then my aunt opened her… opened Hollyhock House, because my dad went back to building. He’d rather be building than be in a restaurant. GA: That was much more his style. CS: So, my aunt opened Hollyhock House and the Balls opened their restaurant. GA: So, really, there were quite a few restaurants in Saugatuck. CS: Oh, yeah. GA: I remember the Hollyhock, and I remember you used to go downstairs and it was called…. So, it would be in the south end where… What is it called? The Old Crow in the south end? You would go downstairs and there was something called the… CS: The Ratskeller. GA: The Ratskeller, that’s right. I can remember that, and I can remember upstairs. CS: That was, uh, El Forno. �GA: El Forno. CS: And next to that was the Old Crow Bar. GA: The Old Crow Bar, okay. The Ratskeller, that’s right, it was downstairs. What do they call it… The Soda Lounge next to the drugstore? CS: That was on Butler Street. GA: Oh, that was on Butler Street, okay. CS: It was kind of at the back of The Hollyhock House, facing the other side of the street. GA: Ah, because I remember all of the Saugatuck kids going. They called it the Scrounge. CS: Oh. GA: What was it called? CS: The Soda Lounge. GA: They’d call it the Scrounge. I don’t ever remember being in it, but I remember them talking about it. CS: It had been there a long time. GA: Well, go ahead. CS: They used to, they’d go on up after the ball games. The kids could come in. GA: Oh, okay. CS: I don’t know that they were open every evening, but after aGA: After a ball game of some sort. Basketball, football, something like that. CS: Yeah. GA: Oh, no, because Saugatuck didn’t have football. CS: No. GA: That’s right, so they had… Did they have a baseball team? �CS: I don’t know, I don’t think so. GA: So, just basketball. CS: Just basketball. GA: So, no tennis or… CS: Nope. GA: Oh, my word. Then, that’s why the guys were so good. They didn’t have to practice anything else. [Both chuckle] CS: Then, The Soda Lounge moved across the street. It closed up when they were across the street next to the bank, because it was the bank on the corner. GA: Which is now The Garden, right? CS: Yeah. It was just a small… This was after Mike Kenny died. His wife and her sister had The Soda Lounge and it was just a smaller place. They ran that for a while. GA: Had the drugstore always had the soda bar in the back, there, too? CS: Yeah. Well, when we first came, it was right in the front part, The Soda Lounge. I mean, the drugstore. GA: The drugstore. CS: Over on the north wall. They had The Soda Lounge, a soda bar there. When Christianson took it over, he added on the back of the building and had it back there. GA: Is it still there? CS: Oh, yeah. GA: I remember, every summer… CS: They don’t serve all year round. It’s in the summertime. GA: Okay. Because it was always the neatest thing to come to Saugatuck. It was always kind of, “This is enemy territory.” Isn’t that terrible? �CS: It was a bad town. GA: No, it wasn’t a bad town, it was enemy territory. Oh, let’s go to Saugatuck. I can still remember that. Did you ever go to Whatnot Inn? CS: Yeah. GA: That was, when I think of it, thinking of it now, we used to go there as kids, but it was a bar then! CS: Probably, yeah. 40:00 GA: I guess, I would never allow my kids to go to a bar by themselves, but we did. Maybe our folks didn’t know. I don’t know. CS: Maybe they knew the people that were running it and it would be… GA: That’s right. CS: I don’t remember. GA: Deanne DeAngelo. CS: Deanne. GA: DeAngelos, that’s right! Sure, she was. I remember, she was a very pretty girl. Deanne DeAngelo. CS: M-hm. GA: That’s right. Well, then, I’m sure it was okay with the DeAngelos. CS: Yeah. GA: Even if it was a bar. Huh. CS: It was a family-run place. I was trying to remember when the bank was on the corner. GA: M-hm. I can remember the bank being on the corner. That’s where the rose garden is now. �CS: I think it was being remodeled or something. They had to move the money. Every night, they had to move the money out of the vault over to the drugstore. GA: Really? CS: They kept it over there. GA: Oh, my word. CS: Then they brought it back in the morning. I think they must have been remodeling at that time. I wasn’t working there then, so I can’t remember, but that was so funny that… GA: They’d take the money from the bank. CS: In the afternoon they’d take the money to the drug store in a wheelbarrow. [Both laugh]. GA: And I’m sure everybody knew what was happening. CS: Oh, yeah. There was one, two policemen in town. GA: So, they would escort it over there? CS: Yeah. GA: Oh, that’s neat! CS: And they brought it back in the morning. GA: With a police escort? CS: Yeah. GA: Now, I remember the bank being a red brick, sort of a flat building. Was it always that way? CS: It is now. It was a two-story yellow brick building on the corner. GA: Maybe I’m just remembering what it is now, because now it’s back farther than what it was. CS: M-hm. GA: Because before it was… CS: Where the rose garden is. �GA: Oh. But it was a two-story. I guess I don’t… CS: Yes, it was a two-story. There was a dentist up above, an attorney, and some lady. GA: I didn’t know that. What was it called? Not The Chemical Bank. CS: No. GA: It was called what? CS: Fruit Growers. GA: That’s right, Fruit Growers Bank. CS: Then, we merged with South Haven’s Citizens’ Trusted Savings, and it became Citizens’ Trusted Savings. And then they decided to build a new building, the red brick bank. GA: So, that was probably, what? In the 80s or 90s? I don’t know. CS: 1971. GA: Oh, 70s! CS: In 1971, they moved into the new brick building. GA: So, you remember the move, then, very vividly? CS: Oh, yeah. We had to help carry all of the stuff over to the new bank. GA: So, you were working at the bank when they were remodeling and would take it across, or was that before? CS: That was before. GA: That was before. They must have had a huge safe, then, to hold all of the money from the bank. CS: I don’t know what they, how they did it. GA: I hope they didn’t just put it on a shelf someplace. [Laughs] CS: Unless, well, there was a big vault in the bank. Maybe they could keep most of it… Well, they had to have safe deposit boxes in there. �GA: Yeah, they would take a couple… You can’t have more than ten of those. CS: And then the daily money they took over to the drug store. GA: Wow! CS: The old old bank had a corner… [Indistinguishable] GA: Oh, on the outside of it? CS: Yeah. That’s what they took down and remodeled. GA: When they were remodeling, yeah, okay. Hmmm. When was it built originally, do you know? CS: I don’t remember. GA: But, a long, long time ago. But, yellow brick? CS: M-hm. GA: Interesting. Did it take up that whole space? It was really quite large. CS: Yeah. GA: Much larger than it is now. CS: Yeah, well… GA: Did it have a basement? CS: This one has a basement. GA: There was a basement. CS: There was a basement too in the old one, yeah. GA: Did you ever go down there? CS: Yeah. It was all dark and spidery. GA: So, it wasn’t all nice and clean, you know, with lights. �CS: When they were going to tear it down and move everything over to the new bank, we had to go down there to see if there was something we had to save. A lot of stuff we probably should have saved but didn’t. It was just piled away. GA: Well, when was this new one built, then? You said about ’71. CS: Yeah. GA: So, did it take them? I mean, you moved in ’71 or ’72? CS: It was finished in 1971. GA: 1971. CS: We moved everything over there. GA: And then you worked there for how many more years? CS: Altogether, starting at the corner, 35 years. GA: Oh, my word! That’s wonderful! And this all came because you were such a good typist. CS: Yeah. And now, I can’t type. [Laughs] 45:03 GA: Oh, well, hey. Now, everything is done… The kids are good at… When they dig up students’ bodies they are going to wonder why their thumbs look so strange, but that’s how they do their typing. CS: Well, we had typewriters. GA: Well, that was before computers. CS: Yeah. We had computers towards the end. GA: Towards the end, okay. CS: Of my employment there. That’s when I got out. I didn’t want to get confused. Well, I wanted to retire anyways. GA: But you were there when they had the big robbery, weren’t you? �CS: I was working there, but I hadn’t gotten there. This happened early in the morning, 8:00 in the morning, and I got there at 8:30. It was just Pat and Frank Wicks that were there. GA: But you heard about it, then? CS: When I came to work, Pat met me at the back door, and she said, “Well, we’ve been robbed.” And then she said, “You gotta come in.” The place was full of police and sheriffs. GA: What did they ask you? CS: I really can’t remember. We had to take lie detector tests there. During the investigation, we all had to take lie detector tests. Like, where were we and when did we come to work, and all that. I can’t really remember that. GA: So, then, you would come in a back door. CS: Yeah. GA: Because banks didn’t open until what, 9:00? CS: 9:00. We never could quite figure out how they got the front door open. They just walked right in even though they had been locked the night before, but somehow they… GA: Did they ever catch them? CS: They didn’t catch-. Oh, well, they did, but this was long after. GA: Because they wore masks, like presidential masks or something like this. CS: I can’t remember that, because I didn’t see them, but one of them was arrested down in Florida. He ratted on the rest of them. GA: Oh, okay. CS: Told them who the rest of them were. GA: They had to be… They really planned that, then. CS: Yeah. They were… They were renting a condo as you come into town. It was on the river right there as you turned into Saugatuck, North Shore Harbor Condos, or something. They had been living… They were living there. They had rented there. �GA: And they just cased the whole place? CS: They knew when Brinks was going to come and pick up the money. It was…. It was Labor Day weekend. And, of course, Brinks didn’t come that Monday, so all that money was held over to the next weekend. GA: They were very professional, then, weren’t they? CS: They never did recover any of the money, but eventually all of them were caught. GA: But they never, ever figured out how they were able to get in those front windows, those front doors? CS: No. I wonder if they ever questioned them to find out how they did it. GA: I would think so, because obviously they’d have to have… CS: Tools. I don’t know. GA: You’ve had some experiences here, haven’t you? CS: Then we had a fire in the new bank. GA: Oh, I didn’t know this! Tell me about that. CS: I forget when it happened, but it was at night. Somebody coming out of The Sand Bar saw smoke coming up from the bank and called the fire department. The manager, John Guyer, was living on Cambeck Road. They called him, and he went down there, and Pat. Pat was where she lives now, so she came. They had three people to call if anything happened. One was the manager, one was Pat, and one was me. Pat tried to get me, but I didn’t hear the phone. GA: Well, it was in the middle of the night, so. CS: Yeah. Well, I did finally get down there. It was an electrical fire in the box where all the wires and things were. John Guyer, the first thing he thought about were the Carl Herman paintings. GA: Oh. �CS: There were four of them in the bank, and he got them all down. The fire was over where they were hanging on the wall. He got them all down, covered them up, and then saved them all. 50:04 GA: Well, that was very lucky. Was there much damage done inside the bank? CS: Oh, yeah. We couldn’t. We couldn’t work in there. We had to get a trailer out in the parking lot. We had to work out of the trailer. GA: For probably a couple of weeks. CS: Well, longer than that. GA: Longer than that? CS: It was during the winter. GA: Oh, no! CS: And it was cold. [Both chuckle] GA: Oh, dear. CS: Nothing under the trailer. They had straw bales under the sides. GA: But that doesn’t protect much, oh my word. CS: Every night, we had to bring everything over into the vault and lock it up. The vault was still.. GA: Still useable. CS: Still useable, yeah. GA: In the bank. CS: Because it had been closed-up while the fire was going on. GA: That would be fireproof, too, I’m sure. CS: Yeah. �GA: Wow. CS: But the restrooms were over there. [Both laugh] We didn’t have any in the trailer. GA: [Laughs] My turn! I can’t wait! Hurry up and take this customer! CS: You’d put a coat on and run over there. GA: Oh, dear. [Chuckles] When was this, do you remember what year? CS: Gosh, I can’t remember the date. GA: Well, it was after ’71, though. CS: Yeah. GA: So, probably the late 80s, maybe? CS: The 80s, okay. Yeah, it had to have been in the 80s. GA: So, the bank was really not that old. CS: No. There was a basement in that bank, too. There was smoke, the smell of smoke down there, but I don’t remember any damage in the basement. It was all on the upper level. GA: Luckily, someone was coming out of The Sand Bar and caught it. CS: Yeah. GA: Wow. CS: I don’t think of anything else. Well, it must have been around Christmastime when it happened, because we had a Christmas tree in the lobby. GA: A Christmas tree, okay. But, then you didn’t have room for that when you moved into this itty bitty… CS: Oh, no. It was… We probably got back into the bank in the spring or summer. GA: But even so, that’s gonna be quite a while. CS: It was a long time, especially in the winter to be freezing like that. �GA: See, I’d never heard that before. I’m sure a lot of people. CS: I have photographs of the trailer, it would have been the trailer. GA: I’d bet they’d like that here, it would be nice. CS: Well, they’ve got a lot of those. It was around the holidays because the people in town were so good to us. They kept bringing us food. GA: Probably hot cocoa or something like that. CS: We did have coffee. But they brought cakes, and rolls, and donuts. GA: All those good things. CS: Candy, man. A lot of stuff. GA: And I think that’s part of what makes Saugatuck so neat because it’s so small, especially in the wintertime. Everybody knows everybody. CS: Yeah. GA: Because all of the outsiders, I should say a majority of them, are gone because people are not going to come here in the wintertime, because it’s mainly the summer, the water, the hunting, the fishing. CS: One winter, we had one of those sled dog races. GA: Down to Main Street? CS: I don’t know. I think they were out of town, but they were all in town with the dogs. This was after the pavilion was gone. GA: So, after 1960. CS: Yeah. All these people were there with their sled dogs. They all came into town. GA: Well, that would be a good draw. So, they went right down Butler Street, then? Main Street? CS: I can’t remember where they raced. It had to be out of town, probably, but they parked their trailers in town. �GA: Woof, woof, lots of dogs. Well, that would be exciting. Those are good memories. CS: We used to have a rubber duck parade race on the river. GA: Oh really? CS: Where people would sponsor a rubber duck. GA: In front of the pavilion? CS: No, it was down by the ferry. We’d dump them all in the river and see who won. GA: So did they go… I don’t know what way the river flows, probably to the lake. CS: Yeah. GA: So, they would float north, right? CS: I don’t know if they had a way to keep them from going all the way to the lake. GA: They probably had a cut off for whose got there first? CS: Yeah. GA: Ah, that’s fun. CS: We only did that once? GA: Did you do it? CS: No. 55:00 GA: Oh, Cynthia, come on! Rubber duckies! [Both laugh] Were they yellow ones, or bright? CS: They were yellow. GA: And they had numbers on them so you could know whose was whose? CS: M-hm. GA: Oh, that’s neat. What else can you think of that was different? I’ve never heard of that. That’s neat. �CS: This is jumping around. GA: Oh, that’s okay. CS: They used to have Venetian Night at the pavilion where people would come in costume and they had dancing and costumes and the Venetian Boat Parade used to be really big. There used to be 25-30 boats in the parade with decorated… GA: Decorated with lights on them and costume and theme. I would assume they had a theme they would carry out? CS: I don’t know if they ever had a theme, you just decorated. There were a lot of them. And then, when gas got expensive, the boats, they didn’t want to use their gas in a parade, so. GA: And probably different organizations or families or whatever would have the boat, or it could be your little boat. CS: Yeah. GA: For example, Oxbow might have one or something like that. CS: They had one, and the Saugatuck Yacht Club and the Singapore Yacht Club. Different groups would have a boat decorated. GA: That’s neat! CS: And then, I used to sit on the roof of my aunt’s restaurant to watch it at night. GA: Oh, it was at night? CS: The boat parade was at night. GA: Oh, sure, with all of the lights on it would be much more exciting. So, you sat on the roof? CS: Yeah, I could climb out the bedroom, out of the hall window and sit and get a good view. GA: [Laughs] And not get yelled at, right? CS: That must have been after the pavilion was gone, otherwise there wouldn’t be much to see. GA: Otherwise, the pavilion would have been in the way. �CS: Yeah. GA: And nobody yelled at you for sitting on the roof? CS: No. [Both laugh] GA: Oh my word. Well, Cynthia, this has been very, very interesting. When you think of some other things, we will talk the next time we do newsletters. I’ll try to take notes or not. I don’t have a little recorder, but I think this would be really, really great for them. I thank you so much for sharing these memories with me. Remember they are going to go to Grand Valley. CS: I didn’t know that. I thought it was going to be kept here. GA: Well, yes, but they will go there. I think that’s where they are going to sort through them and put them all in, then coming back because they are going to stay here as far as this is concerned. Stories of Summer, is that what the whole thing is called? CS: A lot of mine was winter. [Chuckles] GA: Well, its memories of the Saugatuck-Douglas area. So, thank you very much, Cynthia. I appreciate that. This was fun, and it wasn’t so horrible, was it? CS: Well… GA: Well, yes, I know. [Chuckles] CS: I can’t think. GA: Oh, yes you can. CS: Of dates and things like that. I don’t remember certain dates. GA: Well, I think you’ve done a very good job. I enjoyed it, and I’ve learned a lot. We know that you will not have your picture taken because that’s what you said. CS: Right. GA: So, that’s going to be on here before I shut it off. � 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 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 DC-07_SD-SorensenC_2018-07-21 Creator An entity primarily responsible for making the resource Sorensen, Cynthia Date A point or period of time associated with an event in the lifecycle of the resource 2018-07-21 Title A name given to the resource Cynthia Sorenson (audio interview and transcript) 2018 Description An account of the resource Cynthia Sorensen shares her memories of the burning of the Big Pavilion, attending high school, and working at The Hollyhock House. Contributor An entity responsible for making contributions to the resource Asman, Gina (interviewer) Kutzel, Ken (interviewer) Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Restaurants Allegan County (Mich.) Oral history Audio recordings Source A related resource from which the described resource is derived Stories of Summer project, Kutsche Office of Local History. Grand Valley State University Relation A related resource Stories of Summer (Common Heritage project) 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 Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 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/3953bc0fd4b3d533816b1fa3288f438a.pdf 55641b228202b60773a5bdd25bd47956 PDF Text Text Speaking Out Western Michigan’s Civil Rights Histories Grand Valley State University Special Collections Interviewee: Jeffrey Sorensen Interviewers: Christina Ober, Anthony Weinke, Michael Doak and Max Sadler Supervising Faculty: Melanie Shell-Weiss Location: Grand Valley State University Special Collections Date: 11/4/2011 Runtime: 01:06:51 Biography and Description Jeffrey Sorensen grew up in the Upper Pennisula of Michigan. He discusses the stereotypes and misconceptions of “yoopers.” Transcript Christina: Describe your childhood growing up in the UP. How was it a normal childhood, and/or was it abnormal? Jeffrey: I’d say growing up in the UP, it was mostly normal. I mean, the UP’s a little bit, not as advanced as other places, but like compared to like other people growing up I didn’t have any big differences really. Except for the fact that I didn’t go hunting. Christina: How do people generally perceive ‘yoopers’ the stereotypes or misconceptions? Jeffrey: They all go hunting they all wear camo, we don’t have running water, yeah that’s about it. Christina: Do you think your family had any of those stereotypes that you didn’t? Jeffrey: Well, my brothers both always go hunting, and I don’t. My brothers own camo, and I don’t. All of the male members of my family own guns, and I don’t. Christina: Did your family ever try to influence you to do any of those stereotypes? Page 1 �Jeffrey: Not really, my brothers originally kinda tried to get me to go hunting, but they didn’t really care that I didn’t. I mean, I like shooting guns, so that isn’t a big thing, I just never bought one. Christina: Did you just not want to do it, or did you have other things going on? Jeffrey: It was a combination of I didn’t want to do it really, like it wasn’t my thing, and I was just busy with other stuff going on in school or other things like boy scouts or band or track or anything like that. Christina: How do you think masculinity played a role when you played sports throughout High school? Jeffrey: I don’t think it really was an issue, like I was the head captain of my track team, and everyone listened to me just like they would listen to anyone else, actually probably more than they would listen to them, I never really had any issues with people trying to be more masculine in track, so like trying to dominate my authority or anything like that. Christina: What experience with masculinity or imasculinity did you have during your high school career? Jeffrey: I was always a band geek, so that’s considered less masculine. But then I was also in track, so being in sports is supposed to be more masculine. I don’t know. There wasn’t really too much of a big distinguishment [sic] between masculinity and imasculinity other than when it came to sports. Christina: Do you have any clubs or groups at your school that support gaysor talk about gays at all? Jeffrey: When I was there, we didn’t. The year I left, they made one. Christina: Did you wish there were any? Page 2 �Jeffrey: At one point I tried to start one up, myself, and two other people were trying to start a GSA, a Gay Straight Alliance, but it just didn’t work out, we couldn’t find a teacher that was willing to be the advisor for it. Christina: Do you think that in your high school there were gays that came out, or did you mostly think they hid it, since there was nothing that helped them? Jeffrey: Well, there was, when I was there only one other guy was openly gay. But I know there was other people who were friends of mine that I knew were gay, but they weren’t open to everyone else. Christina: How do you think the idea of masculinity changed when going from High School to college, or do you think it doesn’t? Jeffrey: Well, in college, even less people care. For me, in High School, it wasn’t that big of a deal, but in college, it’s just not a deal, or not a big deal, at all. Nobody really cares. I would say there’s a greater variation of masculinity and imasculinity, but it’s not something that people really care about. Christina: Do you think they have a lot more clubs and things that you can talk to other people like you than your high school? Jeffrey: Yeah, there’s definitely a lot more. I mean, I think of three different groups right off the top of my head, where my high school had nothing. Christina: What experience have you had in college with masculinity or imasculinity? Jeffrey: Um… Christina: Do you partake in any of the groups at Grand Valley? Page 3 �Jeffrey: Well, I’m not involved in any of the LGBT groups at Grand Valley, it’s not really something I care to be a part of, but I’m involved in other groups, like I’m a founding father of a fraternity, which generally you would think a fraternity is this really masculine type organization, but yet I’m still a founding father. Christina: What do you think is the role masculinity plays in a fraternity? Jeffrey: Masculine role in a fraternity? Even the guys in our fraternity who are straight, there’s a lot fo them who really aren’t masculine. Some of them are, some of them aren’t, some of them are kind of in between, so I really don’t think it plays a role. Christina: What kind of stereotype do you think a fraternity has and do you think yours follows in any of those stereotypes? Jeffrey: A lot of those stereotypes are just like that frats like to party, like to drink, that to join you have to go through a huge ordeal, that there’s a lot of hazing, basically just guys that are really macho and a lot of people describe them as tools, but my fraternity, and a lot of fraternities on campus, we don’t really fit those stereotypes, we try not to be tools, which that depends on your definition of tools. But we try not to act like we own the place, like a lot of fraternities do, we’re kind of trying to change that stereotype, especially at Grand Valley. We want to be different, we want to be a diverse group, not a group that’s like a bunch of guys who are all the same. We’ve got a wide range of guys from gay, bi, straight, and then we have a few different races within our fraternity too. Christina: Have you ever had any problems with your fraternity, being gay? Jeffrey: Well, I’m totally open to my fraternity. Everyone knows I’m gay, I have openly talked about going on dates with guys, and nobody’s really cared that I talk about it. We’re all brothers, we support each other, even if someone doesn’t necessarily agree with it, because we’re brothers, they’re going to support it. Christina: Do you think being in a fraternity at grand valley is different than if you were in a fraternity at a bigger school, like Michigan or State? Do you think that you’d be perceived differently as gay? Page 4 �Jeffrey: I think being gay wouldn’t necessarily effect it. It could. The bigger schools tend to have fraternities that have more hazing and stuff like that, and I think that being gay might effect how much I would be hazed. I would assume that a gay person would be hazed more than a straight person. But I would say once they’re in the fraternity it wouldn’t be any different than it is here. Christina: So, if you went to one of those schools, you wouldn’t have thought different about joining a fraternity? Jeffrey: I would’ve thought differently because of the hazing part of it and me being gay, I would expect to be hazed more, so for that reason I probably wouldn’t have gone Greek. Christina: Going back to your childhood, when do you first think you found out you were gay, and describe the process. Jeffrey: I would say I’ve known most of my life. I started getting a pretty good idea of it when I was in 5th grade though. Even before that, looking back, I can kind of see the signs of “oh yeah, I wasn’t the same.” Fifth grade was about the time I was figuring out that I liked guys, and the after a couple more years I was trying to figure out if I just liked guys and liked girls or if I just liked guys, or whatever. After seventh grade I figured out that I’m not attracted to girls at all, and that I’m only attracted to guys. I’d say by eighth grade I knew for sure that I was just gay, not bi. But I’ve showed the signs that I was different since second grade probably. At recess I would play with the girl friends instead of go play sports with the guys, I didn’t like a lot of the same things that the guys liked. I wasn’t into a lot of sports. I mean, I wasn’t into girly things, I just wasn’t into sports so I hung out with girls more often. Christina: You told me before that you dated girls while in High School. Do you think that was a way of you showing masculinity and following in the footsteps of the male figures around you? Jeffrey: I didn’t date girls in high school, but I did in middle school. But I don’t think that was me trying to prove anything to anyone, it was more I wasn’t sure at that point whether I liked girls or if I just liked guys. During middle school, I dated girls to try to figure out if I did like girls or not. At that point I knew that I liked guys, but I needed to figure out whether I liked girls, or if I was just gay. Christina: Describe the event of coming out to your parents. Page 5 �Jeffrey: I told my mom. I never told my dad, but I’m pretty sure my mom told her, him. When I came out to my mom, it was because I was telling her about one of my friends who happened to be gay, and I mentioned that part and she said “well why are you friends with him?” And then eventually she said “If he’s gay, why are you friends with him?” and my response was “because I am too.” And she didn’t take it very well. At first she didn’t really know what to think, she didn’t really believe me I guess. She didn’t know if I knew for sure that I was gay, but at that point I was a junior in High School, and I had known for many years. She even told me I shouldn’t tell my dad. She didn’t want me to really openly pursue a gay relationship, and she wanted me to kinda just for the most part keep it to myself, which to me wasn’t something I could do, and at that point I was pretty much completely open in school, all my friends knew, most of the other people in the school knew, it was just my family that didn’t know at that point. Christina: How did you come out to your brothers, and based on the stereotype of brothers in a family competing to be the best and giving each other a hard time, did that happen? Jeffrey: Well, when I came out to my brothers, both of them had already moved out. I was the only one living at home, and actually at that point I wasn’t really living at home anymore, I was off getting ready for college and I was living with one of my brothers. But, when we were younger we had that concept of brothers always competing, but now that we’re older, we’re just that; we are brothers, and we are family. So, I told my brothers one night, my oldest brother threw a party, and first I told my oldest brother’s fiancé, and then she kinda helped me because she already knew about it, but was trying to get me to tell her on my own time, so once I told her she kinda had me practice, because the goal was to tell my brother by the end of the night. So she had me practice by telling her brother and her best friend, and one of her cousins, and some of the other people at the party, and finally the last person I told was my brother. So we kinda pulled him aside, and she said “your brother has something to tell you.” And she said “it’s something you’ve kinda had suspicions on for a while, but never really knew for sure.” So I just said that I’m gay, and his response was “yeah, and?” My other brother I didn’t tell, but I told his girlfriend, and I gave her permission to tell him, and he already knew too, she told me he already knew, but didn’t want to assume. She just confirmed it for him. With both of my brothers I can openly talk about being gay. If I’m in a relationship with someone, my middle brother I can talk to, he’s okay with me sharing stuff about that. He’s not good at giving any advice, but he’s willing to listen. My oldest brother is a little uncomfortable with the relationships, but that’s mostly just because he’s my brother, and a lot of the time you don’t want to hear about your sibling’s relationships, so it’s just the same concept. But, if I really needed to talk to him, he would be willing to. Like I said, we are brothers, and we outgrew that competing stage and now we’re just completely supportive of each other. Christina: Do you think it helped a lot that your brothers accepted you since your parents technically didn’t? Page 6 �Jeffrey: I would say with my parents being how they were, they didn’t really want me to be open about it, but my brothers are very supportive and they know how my parents reacted so when I officially came out to them they told me like if I can’t go to Mom and Dad for something then I can go to them. They basically wanted to make sure that I knew that just because they’re my brothers and I don’t have sisters they wanted me to know even though they’re guys I can still go to them. They might not know necessarily how to deal with something but because they’re my brothers they will try to help me if I ever need them. Christina: How did you come out to your friends and did you do this before or after you did to your family? Jeffrey: I came out to my friends first, and just like my brothers they already knew, it was just a matter of me telling them, so during my junior year I kind of slowly told my closer friends and the general response was yeah what’s new. Everyone knew, it wasn’t a surprise to anyone it was more a surprise that I was finally telling them. I would say by the end of my junior year I was out to everyone. Of course all of my friends knew and before I even came out everyone pretty much knew I was gay, there wasn’t much surprise there. My closest friends were supportive of it and I kind of left after junior year unsure of how senior year was going to be because I came out to the rest of the school right at the end of the year. Then senior year came around and basically I just walked in the door and flaunted it, but not really flaunted it, but owned it. I was myself. I wasn’t trying to hide anything anymore. I kind of had a hint of what it was like to be myself and for everyone to know who I am and be supportive of that so senior year I didn’t try to hide anything and I was just myself from that point on. Christina: You said that your friends pretty much already knew, do you think your parents had any idea prior to you coming out? Jeffrey: I think they kind of had an idea but a lot of parents aren’t too thrilled to hear if their son is gay so I think they probably kind of had the idea but they were more denying it than anything to the point that they didn’t really believe it. I know my mom was kind of shocked by it but part of that is before that I would come home and say like I heard this rumor about me and it has to do with me being gay and my mom would never ask me if the rumor was true but because I was upset about rumors like that like she just assumed that they weren’t true and I think she assumed that that was kind of my way of saying they weren’t true but because I was her son she was getting the wrong message I guess. Christina: Your relationship with your parents now do you not feel as comfortable now as you did before? Do you think they think differently of you? Jeffrey: I would actually say I’m more comfortable now because like before I was just the oddball son I didn’t do the same thing as my brothers, I didn’t go hunting and stuff like that. I was the one that was always involved in band and other organizations and stuff but never like the big sports but I did track but that’s not considered one of the big sports but like my parents I think before I came out to them they didn’t really have an excuse for me to be Page 7 �different it was just I was the oddball son they never had a problem with it but I kind of did. But then after I came out now they know why I’m a little bit different from my brothers they know that the reason I’m little bit more flamboyant is because I’m gay and a lot of those gay stereotypes that they didn’t have an excuse for before they now have an excuse for. Christina: Have you ever actually sat down with your Dad and talked about being gay or is it basically just your mom? Jeffrey: So far it’s been just my mom and I haven’t even talked to her enough to know what all he knows I just know that he knows I’m gay and that might be the extent of it but between my dad and I it’s just like a unspoken thing. I don’t know if he’s really comfortable with talking about it. He doesn’t treat me any differently he treats me now just like he did when I was a kid so nothings changed there. I know he knows, and he knows that I know he knows and that’s the extent of it. We don’t talk about it, he never brings it up. We’ve actually never talked about it at all. Christina: How does religion play a role and how has it throughout your life? Jeffrey: Most of my life I wasn’t religious at all but then during high school a lot of my friends were really religious, they went to church every sunday they went to the local bible camp and basically the entire summer was filled with different events at the bible camp. I had a lot of friends that did different mission trips and were involved in different ministries all around but I wasn’t involved in that stuff so being friends with those people I started getting more and more involved and I became really religious I was probably one of the most religious of my friends for a while. I went to church every sunday I ended up controlling some of the audio visual stuff at the church and then I was working at the bible camp as a high ropes instructor and when I wasn’t scheduled to instruct there I would help out around there. If they didn’t need any extra help there I would go to another part of the camp and volunteer and help out. I was involved in a worship band that traveled around to all the churches in the area and we did different performances and lead worship and stuff all over the place. We had our own ministry stuff going on throughout the week so on an average week I was doing stuff for different weeks but religion based probably four days a week and then at one point my church kind of caught wind that I was gay and the leaders of the church pulled me aside and asked me about it but I wasn’t really telling them anything and eventually kind of figured out I wasn’t denying it but I wasn’t confirming it either so they figured out what they heard was true so they decided first I couldn’t control the audio visual stuff anymore and they said that was a leadership position and they couldn’t have someone that was gay doing a leadership position. I told them if I wasn’t doing that I wasn’t going to go to their church anymore. I quit going but they basically pulled me back in and said that they didn’t want me to leave it was just because it was a leadership position and they don’t want people to get the wrong idea which I didn’t agree with at all but some of my best friends went to that church so I didn’t want to stop going so I decided to keep going. I eventually stopped going to church though. I slowly stopped attending their services every week. First I would go every other week, then every three weeks, and eventually I quit going altogether. I kept going to the youth group at one point one of the Page 8 �leaders pulled me aside and kept asking me about being gay and asking if I was going to change. I told him I wasn’t going to change, I wasn’t willing to change, and it wasn’t possible for me to change. At that point his daughter was my best friend and he told me he didn’t want me ever talking to her again. I quit going to the youth group then. The only reason he became a leader of that youth group was to watch me and make sure I wasn’t going to influence anyone. So I quit going, and I kinda, at that point like, it was the winter so I kind of silently quit working there, cuz it was the off-season so I wouldn’t be working anyway so I just didn’t show up the next summer. Um, and with the worship band at that point they were the only ones that I felt comfortable talking to. Um, so I told the woman who was in charge of the ministry that the worship band was for, and well I told her and her son, and he was becoming one of my best friends. Um, he was the lead in the worship band, and like we hung out quite a bit. Um, so I told the two of them and, they didn’t try to kick me out right away, but they told me they can’t have me like openly gay in the worship band. Um, they said if it just stayed between them they wouldn’t try to kick me out or anything, they just couldn’t have like that image, I guess. Um, mainly because it was nondenominational, um so we were going around to different churches, they didn’t want to do anything that would take away from what a certain church was trying to enforce. So I kept going to the worship band stuff for a while, but they kept trying to kinda say like “have you thought about changing?” like “Are you willing to change?” and I started getting less comfortable with hanging around them so I slowly stopped going to that. So that was like my last religious like organization that I quit going to and like since then I haven’t gone to church, um, when I came to Grand Valley I didn’t start going to church again. Um, I pretty much just like, quit religion. Um, at this point I’m not religious in any way; um I don’t really have any kind of belief system. I’m not agnostic, I’m not atheist, like I just don’t have a belief system, and I don’t really care to develop some kind of belief system, but um, it’s one of those things where I’m open to the idea, but because of my past I’m not going to actively try to develop some kind of new religious beliefs. Christina: Do you think if your church would have been accepting to you in the very beginning that it would be completely different now? Jeffrey: I don’t think that it would be completely different, because I’m sure most of the people at the church knew, maybe not some of the older ones who weren’t used to seeing gay people, but for the most part, all the younger people in the church I’m pretty sure knew, especially the one that went to my school, or even their parents. Like, they all knew so I don’t think it would have been hugely different, and about when I stopped going to the church isn’t really that long before I moved out of the house and moved in with my brother, um downstate just before coming to Grand Valley. So I don’t think it would be that different, but I don’t think I would have like a negative, um, I don’t think I would have some kind of like negative feeling towards religion, if they were accepting right away, but other than how I feel about religion, I don’t think that it would be much different. Page 9 �Christina: Yea, if they, when you came out, if they were completely acceptable of it and said we want you to stay here and we accept that you’re gay, do you think you would have kept going and then when you came to Grand Valley would occasionally think more religiously than you do now or do you think you still would have straight away? Jeffrey: I think if that was the case I probably would have kept going to church, um, while I was there I would have kept going to that church, and then when I came to Grand Valley I probably would have found a church to go to, um, and I might have actually been involved in like a worship band here or something along those lines. Christina: Do you kind of wish that had happened or do you think that it happened for a reason? Jeffrey: I’m for the most part a believer in that everything happens for a reason, and I feel like if the church and the worship band and the bible camp and everything wasn’t or if they were more accepting maybe I would have ended up staying in the U.P., but part of the reason why I came down to Grand Valley was because, the U.P. isn’t as accepting of like gay people. There’s really not that many. So it might have influenced where I ended up now, but like like I said, I am a firm believer in everything happens for a reason, so I feel like part of it was kind of I was meant to maybe not necessarily be non religious, but at least meant to come here. And that was one of the things that kind of pushed me away from the U.P. to come here. Christina: Do you think the religious groups on campus think of gays differently than your church back home do? Jeffrey: Um, I think some of them do, but some of them don’t. Christina: Based on now where you are in your life, do you think everyone is accepting of your orientation? Jeffrey: I think anyone who I associate with like on a regular basis, like anyone who is a friend of mine or involved with any organizations with me, um I would say like they are all completely accepting. Obviously, if they weren’t accepting, they wouldn’t be my friend. Um, I never really hear anything about anyone not being accepting of me specifically, um, I mean obviously I am gonna hear like about people Page 10 �being not accepting of gay people in general, but I never hear it specifically towards me because of me being gay. Christina: Do you find it different in class or anything with the way you look and the way you talk, and how you like perceive yourself, do you find any problems with the peers in your classes or around campus? Jeffrey: Not really, um, Grand Valley has a lot of gay people so it’s something everyone is used to, and like, I mean a lot of people dress really well here, but then at the same there’s gay people here that don’t dress very well at all. So I would say like how I dress isn’t a big issue, because there’s a lot of gay people who dress really well, and there a lot of straight people who dress really well. Um, I would say how I talk is more feminine so like straight guys for the most part like their voice isn’t gonna be as feminine as mine, but like nobody really cares. Um, like everyone is their own person, and I think everyone here like realizes that, so the way different people dress or talk or act like doesn’t really phase anyone. Christina: Do you feel a lot more comfortable through expressing yourself at Grand Valley than you did at home and places away from Grand Valley? Jeffrey: Well, like, when I’m at school at Grand Valley, like I’m completely open I can be myself. There’s no one here that I feel like I need to hide anything from. But then like if I go home, because my parents aren’t comfortable with me being gay, they know about it, but because they‘re not comfortable with it I try to give them that little bit of comfortablility, where like I’m not going to be totally flamboyant in front of them. Um, a lot of my extended family doesn’t know, so I’m not going to act really gay in front of them, um, so when I go home I kind feel like I’m confined to how I acted before I was open, so I don’t really like to go home, but I think as I’m getting older my parents are kind of getting more used to me being more flamboyant because just as I grew up I became more and more flamboyant, because I was kind of becoming more comfortable with myself. It’s just not to the point where I’m comfortable with my parents, but the older I get the more comfortable I get with it and, and the more I kind of act more like gay in front of my parents. Um, I care about what they think and don’t want to make them uncomfortable, but at the same time I need to kind of put them out of their comfort zone a little bit, because I’m their son so they kind of have to get used to it, because it’s not changing. Christina: Do you think you’re ever going to be completely yourself around them? How long do you think that might take? Page 11 �Jeffrey: Um, well eventually I would like to be. I would like to be open to like my entire extended family. Um, I don’t know if that will actually ever happen or how long it will take. Um, I would say if I did I wanted to start coming out to more people it would probably start with some of my cousins because they are like my age level or somewhere close. So, like they are the ones that because they are younger and I’m sure they have been exposed to more like gay people they would be the ones who would already pretty much know. Just like my friends knew or my brothers knew and a lot of the people in the church knew. So it wouldn’t be a big deal. Um, my like extended family like my aunts, and grandparents, and uncles, um, they might be a lot harder to tell. I think when it gets to that point I might just kind of be myself and let them think whatever they want to think. Um, I don’t really feel like it’s necessary that I go and tell everyone, because if I just be myself they’re gonna know, and if they don’t know, either way they’re family, and knowing my family, like they won’t disown me, like they’ll accept me for who I am. So, I’d say eventually I’ll be out to my whole family, and at that point like, the more out I am to the rest of my family, the more my parents are gonna be exposed to. So the more they’re gonna have to get more comfortable with it. Christina: How do you feel about the laws surrounding being gay? Such as gay marriage. Jeffrey: Well, at some point I would like to be married, so obviously I want the laws to say that gay people can get married. And I prefer to not have to move to different state in order to be married or go to a different state to be married and then come back to my own state and not be recognized. Like if I'm living in Michigan I want to be able to be married and live in Michigan and have that marriage be recognized, or wherever I end up. And then, along those same lines, like most states don't allow for a gay couple to adopt, even if they're allowed to be married, a lot of states don't allow for them to adopt a child and being like two men or two women it's hard to have a child of your own so along those same lines I think it shouldn't be harder for gay people to be able to adopt a kid because they can be just as good parents as a strait couple. Christina: What do you think its going to take for these laws to actually change? Jeffrey: I think its just a matter of time. Slowly more and more states get added to the list of the ones that allow gay marriage and the ones that don't allow gay marriage a lot of theme are allowing civil unions and domestic partnerships, which aren't the same but at least its a step towards allowing gay marriage. Eventually the other states are going to keep adding more and more to what they allow. As a whole, society is becoming more accepting of people who are different in any way. So it's really just a matter of time until enough people are accepting of it that when it comes to a vote people will vote for gay marriage to be legalized and for gay adoption to be legalized. And eventually it will be pretty much as easy to live a gay life as to live a strait life. There's still going to be some hardships for gay people but I Page 12 �think its just a matter of time until it evens out as much as it's going to. Christina: Going back to stereotypes, what do you feel and how do you think the stereotypes for a strait man differ from a gay man? Jeffrey: Stereotypes for a strait man is usually more masculine, plays sports, maybe more muscular guys. And then even like a lot of times one stereotype is what they drink. More masculine men might drink beer, where a gay person may drink a fruity drink. But then the stereotypes with gay people are usually more flamboyant, they dress better. Strait people might wear clothing that doesn't look the greatest or maybe a lot of athletic wear and gay people tend to wear the name brands like Express or BKE and stuff like that, where as strait men don't want to spend the money like that. Even like kind of with the way we act, strait men usually are more macho, try to be like the alpha male. Gay men can be kind of like the same way, but we still want to be like in charge but we kind of have our own way of doing it. We don't just try to just look intimidating and get our way by being big and muscular. But, I would say gay people are generally thought to be more, maybe not smart, but conniving. We kind of know how people think because obviously we are guys so we know how guys think for the most part but we relate to girls so we kind of know how they think too, so we kind of have an edge on things and we tend to have a better understanding of both groups, males and females. Christina: How do you think our society stresses these stereotypes through the media and television and movies? Jeffrey: Well in a lot of TV shows and movies if there's a gay person in it they're usually pretty flamboyant, they don't usually have the strait acting gay people because then you wouldn't really know that they're gay. So generally when you see a gay person on the a TV or movie they're really gay and flamboyant and they probably have a higher voice so I would say with strait people in the media theres a lot of variation there, but when it comes to gay people they don't have a very big variation they mostly just they're all flamboyant. Christina: Do you think the media over exaggerates these qualities in gays and straights? Jeffrey: I would say for the most part with strait people they don't over exaggerate because there's enough variation and they show the variations with different strait people, but with gay people, like I said they tend to show mostly the really flamboyant guys so there really isn't enough of a variation to go away from enforcing the stereotype. Page 13 �Christina: Do you think the media is slowing changing into showing more of these gays that are in sports and gays who are in fraternities over how they use to show gays? Jeffrey: I would say in general gay people are showing up in the media a little bit more so that kind of overflows into showing more gay people in fraternities or gay people in sports, but I would say that overall because they're showing more its just overflowing to all areas where its considered a more masculine thing. Christina: Okay, those are all of my question, do you guys have any? Michael: I'm kind of curious because you reference masculinity a few times, and I know its a hard question to kind of deal with it but how would you describe masculinity? Jeffrey: I would say to me masculinity is more like the macho, involved in the things that are considered more manly, like sports and being muscular. Where as femininity is when someone is more girly, flamboyant, cares about their looks a little bit more, and dresses well. Anthony: Was track the only sport you did in high school? Jeffrey: Track was the only sport I did just because I was also involved in the band so during the other seasons I would be doing stuff with the band so track was the only season I was available for. Anthony: Is there any reasons besides track that you didn't do the other sports, I know like football and basketball are stereotyped as more masculine or macho thing to do? Did that play a role? Jeffrey: Well I didn't really like football so I don't really know if me being gay was the reason or not. I just didn't like football. So thats why I wasn't in that. But then when it came to basketball season the jazz band played during basketball games so thats why I wouldn't be involved in it so I actually like basketball so I think if I wasn't so involved in the band I would probably have tried out for the basketball team. I wouldn't have been that great but I would have at least tried out for the JV team. Page 14 �Anthony: Did you say you were also in boy scouts? Jeffrey: Yea, I was involved in boy scouts between like fifth grade and senior year. Anthony: How far did you go with that? Did you stay with it pretty actively? Jeffrey: For the most part as long as I was in it I was pretty active. Kind of the last couple years I was involved in so much other stuff that it was hard for me to be really active in boy scouts but I went to as much as I could. Anthony: Did you, in boy scouts, were you like openly gay with them and the other scouts in the group or with the adult leaders? Jeffrey: Not with the adult leaders. Some of the scouts that were right around my age that were right within a few grades of me knew, but by the time I was a junior or senior we had scouts who were in the seventh or eight grade and I didn't feel like it was appropriate for me to be completely open in front of them so they didn't know and then the leaders didn't know. Michael: I'm kind of curious, you said that in, I think it was middle school you weren't really interested in sports at all, or more in general in elementary school you weren't that interested in sports and you considered that sort of a sign that you were gay. What changed your mind I guess because I'm kind of curious what the evolution was between that and then high school wanting to possibly play basketball and being in track? Jeffrey: I would say in elementary school the big sport was football, no one really played basketball at recess. People just went out to the field and played football and I wasn't a big contact sport type of person so I would say it wasn't so much I wasn't interested in sports in general, but more I wasn't interested in the sports being played at that time. So then in middle school, I had always been a good runner, mostly because I was always running away from my brother but because I was such I good runner I really began to enjoy running so therefore I enjoyed track and I became one of the fastest runners so I was one of the people becoming in charge of the group so that’s why I was involved in track an why I enjoyed it so much. And then with basketball, I'm not sure what really attracted me to Page 15 �basketball but its not like a big contact sport so I think that was a big reason why I like basketball verses football. Anthony: I have one more, you said there are a lot of like adult leaders in your troop and your parents, do you think that’s a generational thing where they're not as okay with it and do you think as America as a whole becomes more okay with it is it older adults becoming okay with it or do you think it's just a lot of younger people? Jeffrey: I would say some adults are becoming more okay with it. The big thing is they didn't grow up with it so it something that they have to adjust to after already kind of knowing how society works, it's like its changing so they have to adjust to it. Which not everyone is totally okay with doing, But our generation is growing up with gay people being in the media, and just knowing gay people, and seeing gay people in public. So I think, and this might sound a little bit morbid, but as the older generations die off and what’s left is the younger generations it will become more accepted as a whole. Christina: Alright, thank you. END OF INTERVIEW Page 16 � https://digitalcollections.library.gvsu.edu/files/original/0b9bda8f76e0e8703267045019bdd6ae.mp3 ff89646dd1ee3686fc17287e221f769f 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 Speaking Out: Western Michigan Civil Rights Oral Histories Subject The topic of the resource Civil rights--Michigan--History Personal narratives Oral histories African Americans--Personal narratives Gays--Personal narratives Lesbians--Personal narratives Bisexual people--Personal narratives Transgender people--Personal narratives Veterans--Personal narratives Women--Personal narratives People with disabilities--Personal narratives Muslims--United States--Personal narratives Hispanic Americans--Personal narratives Homophobia Discrimination Islamophobia Stereotypes (Social psychology)--Upper Penninsula (Mich.) Description An account of the resource Collection of oral history recordings documenting the history of civil rights and social justice advocacy in Western Michigan. The collection was created by faculty and students as a project of the LIB 201 (formerly US 201): "Diversity in the U.S." course from 2011-2012. Creator An entity primarily responsible for making the resource Grand Valley State University. Brooks College of Interdisciplinary Studies Source A related resource from which the described resource is derived Speaking Out: Western Michigan Civil Rights Oral History Project (GV248-01) 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 2017-05-02 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context GV248-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1930-2011 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 GV248-01_Sorensen_Jeffrey Title A name given to the resource Jeffrey Sorensen audio interview and transcript Creator An entity primarily responsible for making the resource Sorensen, Jeffrey Contributor An entity responsible for making contributions to the resource Ober, Christina Weinke, Anthony Doak, Michael Sadler, Max Description An account of the resource Jeffrey Sorensen grew up in the Upper Pennisula of Michigan. He discusses the stereotypes and misconceptions of "yoopers." Subject The topic of the resource Civil rights--Michigan--History Discrimination Stereotypes (Social psychology)--Upper Penninsula (Mich.) Language A language of the resource eng 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 Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Relation A related resource Speaking Out: Western Michigan Civil Rights Oral History Project Date A point or period of time associated with an event in the lifecycle of the resource 2011-11-04 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/3eefb6142111ef5dd1a68f645cb6ca8b.pdf 91ff164be9571e2bee4aebb1221bb5d4 PDF Text Text Young Lords In Lincoln Park Interviewee: America “Mecca” Sorrentini Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 5/11/2012 Biography and Description America Sorrentini was born in Puerto Rico. She moved first to Boston and then to Chicago, arriving in the 1970s. Ms. Sorentini’s parents were prominent organizers and activists in the struggle for Puerto Rican self-determination, working primarily in and around Santurce, Puerto Rico. Ms. Sorrentini, or “Mecca” as she is known, began her own community activism in Boston working on a variety of issues including housing. She became active with Movimiento Pro Independencia and FUPI (Federación Universitaria Pro-Independencia), the student university equivalent, in the late 1960s. These groups that was proactive in occupations and strikes especially at the Rio Piedras branch of the University of Puerto Rico. By the time Ms. Sorrentini arrived in Chicago she was already aware of the work of the Young Lords, as word of their actions in Chicago had spread throughout cities along the east coast and into Puerto Rico. In Puerto Rico there were jealousies among some pro-independence groups but in Chicago the movement was young and groups sought unity with each other. José “Cha-Cha” Jiménez met with her and she describes witnessing how the Young Lords developed and grew without minimal funds, were constantly fighting city hall, and how they remained firm in their commitment to Latinos and the poor, as well as to their principles. Ms. Sorrentini organized a Chicago branch of the Puerto Rican Socialist Party. They joined up with Rev. Jorge Morales and Rev. María Lourdes Porrata of the West Town Concerned Citizens Coalition and organized in Wicker Park and in Humboldt Park. One of their �primary locations was San Lucas United Church of Christ that was across the street from Humboldt Park. Ms. Sorrentini always remained in solid contact with the Young Lords. She, and the Chicago Puerto Rican Socialist Party, assisted with the Jiménez aldermanic campaign and later the Harold Washington campaign. When the Young Lords celebrated their official founding date, which is September 23rd the same day as the Grito de Lares or Puerto Rican Independence Day, they selected Ms. Sorrentini to be their keynote speaker. More recently, Ms. Sorrentini has fought with city inspectors who want to tear down the house in Santurce, Puerto Rico where she and her parents grew up. She has converted it into a museum that has continuous exhibitions by artists displaying their works. She lives in Puerto Rico but continues to maintain contact with Chicago. In 2000, she was a featured speaking at the Lincoln Park Camp in Lakeview, Michigan – a meeting organized to support the displaced Puerto Ricans and poor of Lincoln Park, bring attention to the displacement of families from Humboldt Park, and in support of protesters who wanted to evict the U.S. Navy from Vieques. �Transcript AMERICA SORRENTINI: -- Casa Sofia de Puerto Rico. This is in honor of my mother because this is the house she left us. When my father died, she struggled to keep the house. And as part of -JOSE JIMENEZ: What was her name? Was her name Sofia? Was her name -- AS: -- the old tradition, right. Sofia, yes. JJ: Sofia, okay. What was his name? What was his name? AS: Benigno, Benigno Sorrentini. He was the founder of the old Puerto Rico Socialist Party which wanted Puerto Rico to be a socialist state of the United States. JJ: Okay, okay. AS: Of course, he was very romantic. He really thought that could be done. (laughs) But that was the old Socialist Party of Puerto Rico had a pro-statehood platform. So my mother -- JJ: They were pro-statehood, the socialists. AS: Yes, yes. JJ: They wanted to become a state of the United States? AS: Right, right. JJ: But socialist. AS: But socialist, right. JJ: A socialist state of the United -- AS: A socialist state, that’s right. JJ: Oh, okay. All right. 1 �AS: With Santiago Iglesias [00:01:00] Pantín and my father and many other founded the Puerto Rico Socialist Party so -- JJ: And so when was his party? What years? AS: This is in the early 1930s. JJ: Nineteen thirties, okay. AS: Yes, uh-huh. JJ: That’s when they started? They started at that time? AS: That’s right, yes. JJ: And he started then? Before me. AS: Yes, yes. Uh-huh. I can give you a clipping -- JJ: Okay. Okay, good. AS: -- and so on so you clip it for your records -- JJ: We can put it on the interview, on the interview -- AS: -- because I know -- yes. Okay. JJ: -- depending on what you want. AS: Right, so you can clip it. I also have a documentary which -- JJ: (Spanish) [00:01:35]? (laughs) AS: -- this is portrait. I don’t know about that. You’ll have to ask them. JJ: (laughs) For their permission. AS: This is for the University of Arizona. JJ: Oh, the University of -- oh. AS: It is [QUAD Productions?], okay? JJ: Okay. No, but if you put it in, we can put it as part of your (overlapping dialogue; 2 �inaudible) -AS: Oh, okay. Right. Yes. Well, this is Puerto Rico balcón. The balcony is very important. In all traditional households, the balcón [00:02:00] is very important because it’s the part of the house that you interact with the people and you talk to everybody and is the plaza de mercado. How would you call plaza de mercado? JJ: The center, center -- AS: Market center? JJ: -- market center, market center. AS: Okay, the market center for fresh products and so on is right down there. And the Puerto Rican tradition was that you would walk every day to the plaza de mercado to get the -- JJ: The farmers market, the farmers market. AS: -- fresh vegetables at the farmers market. JJ: Farmers market, yeah. AS: It’s more like a farmers market so the balcony is very important. And this side entrance from the old house -- JJ: So every day, every day, people walk to the farmers market? AS: Oh yes. JJ: Okay. AS: Uh-huh, yes. JJ: Fantastic. Get their fresh fruits and vegetables? AS: Fresh fruits and vegetables and all that. JJ: Because this is what we’re -- 3 �AS: Yeah. JJ: -- this is San Juan, Santurce where we’re at. AS: This is called Santurce which is like the new San Juan [00:03:00] area of the old, old San Juan. So the Santurce only was established here by the cimarrónes. The cimarrónes were the Puerto Rican slaves who escape slavery and then they became on their own, the free -- JJ: And they established Santurce? AS: -- free men and women. And they use all this area because this was not -- JJ: Of Santurce. AS: -- was not settled yet. And then later on, it became a settlement. So really, that’s why my mother was called cimarróna. She called herself a cimarróna. That’s why I want to keep this house as part of the symbol of freedom. So that’s why we’re still struggling to keep this house [00:04:00] as a free space center. But the municipality of San Juan has made it impossible. As a matter of fact, this was declared a estorbo público? How you call that? A, it’s -- JJ: A public -- AS: -- nuisance? How you say that in English? There is a special terminology that says when a property has been abandon, you declare it public nuisance? JJ: Nuisance, public nuisance, yeah. AS: Public nuisance. And then you become part of that list. And then the municipality -- so if you cannot show -- JJ: So they declared that house a -- AS: Yes because -- 4 �JJ: -- a public nuisance. AS: -- and if you cannot prove that you have the money to comply with the municipality codes, then they take the house. See, I was in Chicago and I had to fly over here. It’s because they to [00:05:00] remove the house. JJ: So that’s a way of trying to demoralize, demoralize people and they can -- AS: Well, they are -- the thing is that you cannot -- JJ: They’re going to take your house, they’re trying to take your house. AS: Right. If you cannot prove that you have the money to comply with the codes of the municipio de San Juan, then they take the house. JJ: So you’re being harassed by the building inspectors and the city and -- AS: All that stuff. JJ: -- people like that. AS: Yes, and we had to, I had to -- JJ: They don’t call it harassment. AS: -- even I had to -- yes. I had to make compliance -- JJ: Compliance. AS: -- compliance. JJ: Well, they call it compliance, exactly. AS: Right. So I had to make a loan, then I found out that they don’t give loans to people who are over a certain age because you see, I’m 75 years old. So -- JJ: (Spanish) [00:05:50] teenager, (Spanish) [00:05:052] teenager. AS: Oh yeah, right. JJ: (laughs) 5 �AS: But the municipality of San Juan didn’t accept my teenage -- JJ: (inaudible) [00:06:00] (laughter) -- AS: But so I had to come, I had to come and prove to them, I had to try to make a loan. I couldn’t make it and then I’m on the family. We put in all the money in the bank to say that we were able to comply with the codes because part of the code was, for example, to remove the electric meter from there to here and that cost us 20,000 dollars. JJ: So they just -- AS: To move the meter like -- JJ: From that part of the house to the other part of the house. AS: Right, because in the old times -- JJ: But what was the reason? AS: -- people would go, would just go in and read the meter and we have the old meter there. But in order to put it out there on the column outside so they wouldn’t have to come in, it cost us close to 20,000 dollars because we had to do it through the basement underground. It was a big, big thing. Like that, every municipality code -- [00:07:00] as a matter of fact, we have put in now 250,000 dollars. JJ: But it sounds like what, 250,000 dollars? AS: Yes. So anyway, the balcón is very important. JJ: Okay, but let me -- before we -- AS: Yes. JJ: -- get to the balcón, it sounds like you’re feeling that maybe there was a little 6 �harassment going on that -- because of your background. AS: Well, I think -- JJ: I mean, you’re feeling that we can’t prove it but you’ve -- AS: There are many different reasons. One is the age. There is an age discrimination because if you cannot prove you cannot have the money in the bank -- JJ: Yes. AS: -- to comply with the municipality, you have to go to the public hearing in order to show that you can’t comply with the violations they accuse your house [00:08:00] in order for them to justify putting you in that list of estorbo público or the public nuisance. JJ: Okay. Was the house abandoned? Did it look abandoned? AS: No, we just, I just didn’t have anybody living in the house. JJ: Okay, so it was just vacant. AS: Vacant, vacant. JJ: So it wasn’t abandoned, it was vacant. AS: Right. But the people around, they took care of it like in the old times. (laughs) They would look out for it and so on. So we had to -- JJ: So the neighbors, because you’re close to the neighbors. AS: Right. JJ: You’re close to the neighbors. AS: Yeah. Right in front and the other ones. These are people that we’ve known forever. We moved here on 1944, (Spanish) [00:08:43]. 7 �JJ: (Spanish) [00:08:45]. AS: (Spanish) [00:08:46]. And this is, this house has been in the old sociological tradition of extended family in which my brother, his [00:09:00] wife, his kids live here. My sister, her kid, like Jim-- JJ: Yeah, Jim. AS: -- they also lived here. So these extended family and other people, other than my mother (Spanish) [00:09:13]? JJ: (Spanish) [00:09:18]. AS: How do you say that? (Spanish) [00:09:19]. JJ: Stepchildren or --? AS: Not stepchildren. Is that you -- JJ: Okay. Children you raise, yeah. AS: -- you bring them in your family and you raise them. JJ: Yeah, that’s a -- AS: You call them foster? No. JJ: Foster child. AS: But they don’t pay -- you know. JJ: But they’re not foster, they’re -- AS: You don’t -- you volunteer. They are not foster. JJ: Yeah, they’re not volunteer. AS: We call it crianza -- JJ: That’s part of the extended, extended family. AS: -- extended family. 8 �JJ: Extended family. AS: You know, it’s -- we had like -- JJ: That you just kind of you raised. That’s just part of the culture. AS: -- 15 people here. JJ: It’s part of the culture to raise other -- AS: Right, raise other kids. JJ: -- help people raise their children. AS: Yes, so we had the other children that living here, too. JJ: Okay, living in this house, okay. AS: So this house, [00:10:00] the old transportation system were coaches and that’s why you have that big, huge step over there because the coach was high. And then from the coach, you would just step out there. JJ: So the coche was what? Was a car? AS: Coche, the car? It was the car. JJ: Right, the car. Okay. AS: El carro de -- the old car. JJ: But it was the older type of cars that had the -- AS: The older car -- JJ: -- the thing on the side where you step on. AS: -- that were, yeah, by horses. (laughs) JJ: By horses. AS: Coche. (laughs) JJ: Oh, it was a coach run by horse. 9 �AS: Sí, el coche. JJ: The car, oh the motor was a horse. AS: How you call a car -- JJ: The motor was a horse. AS: -- run by horses? A coach? JJ: A coach, yeah. Stage coach. AS: Stage coach. JJ: Not a coach, it was a coach, it was a coach. MALE SPEAKER 2: Horse-drawn carriage. JJ: Horse-drawn carriage. AS: He tells me the wrong word and I use it. JJ: I make a muck, I make a muck. AS: (laughs) Right, right. JJ: But horse-drawn carriage. That’s what it is, a horse-drawn carriage. AS: So then the coach would come out there but in the old tradition, the balcóns are always important because many balcóns would go all around the house. So here, [00:11:00] we have an entrance over there. It’s another entrance over here. This is for this house, some little pictures and so on -- JJ: You want to get some pictures over there? AS: -- of Casa de Puerto Rico -- JJ: (Spanish) [00:11:14]. AS: -- in 1964. Yeah. JJ: (Spanish) [00:11:17]. 10 �AS: Yeah, right. Yeah, okay. This another entrance. JJ: Do you want to take some pictures -- those pictures? Can you get that? M2: Yeah. (b-roll; no dialogue) [00:11:26 - 00:12:16] AS: Okay. And these are, these are my father’s books. M2: Do you want to go ahead and repeat that real quick? JJ: Do you want to repeat that again? AS: What? JJ: What this is called? AS: Recibidor. JJ: Say that again? AS: This is a recibidor, a very important part of the house because this is -- JJ: So people kind of come in the front here then this is -- AS: -- this is the informal greeting of people who visit you. The formal greeting is the salon. JJ: This is where you first make sure they don’t have any guns on them or anything? (laughter) AS: Yeah. M2: Go ahead. Say that again. AS: So this is the recibidor. [00:13:00] This is part of the house, too. All this was in in this house. We just have kept it. And these are my father’s books. My father is a self-taught man. He just finish up the second grade and he kept on studying on his own. These are his law books and then he was elected to the House of 11 �Representatives on two consecutive running for the Socialist Party of Puerto Rico. And we’ve been very proud because he really was a self-taught man and he had a lot of harassment from the, from the bourgeoisie, from the Puerto Rican bourgeoisie. Of course -JJ: Now where did, where did the Puerto Rican bourgeoisie live? AS: Well, they were Republicans. JJ: They were Republicans. (laughter) Okay, so they were always Republican the majority? AS: The Puerto Rican [00:14:00] Republicans and he suffered a lot of harassment and physical and abuse and all that. And they organized armed groups which were called in Puerto Rico Turbas, t-u-r-b-a-s, Turbas, which were like I don’t know how you call it. But these were organized with the machetes and so on to counteract the Puerto Rican efforts to unionize. JJ: To unionize. AS: And the Socialist Party to -- JJ: To unionize in factories or --? AS: -- who work with the, with the, with the American Federation of Labor. JJ: Okay. AS: And so they were, these were the Republicans who counteracted that. JJ: So the turbas were armed with machetes. AS: So the Turbas, yes. They were armed with -- yes, yes. JJ: [00:15:00] So they were killing people, they were killing people at that time. AS: Yes, they were really, they were really aggressive, let’s say. 12 �JJ: They were very aggressive. AS: Uh-huh, putting it mildly. JJ: So they were like the Ku Klux Klan or something like that, like a little, like something. AS: Very much so. JJ: Very much so. AS: So and so on, yes. JJ: And this is what year? Is it ‘30s or --? AS: This was early ‘30s. The Turbas were really organized even before that because the, they also were against a Socialist Party being formed in Puerto Rico. JJ: Okay. AS: So if I’m talking too much -- JJ: No, that’s okay. AS: -- you just ask me questions whatever you want to, okay? JJ: (inaudible) AS: Pues, as part of this house, and this is very important because this, this is, this is handmade and this is the, this is the very proud [00:16:00] statement of Puerto Rican artist craft. Because this is 100 years old and it -- you just, you just refresh it and keep it and it lasts forever. And this is made out of a very, very special (inaudible), a very special formula of sand and oil that comes from the rabbit’s tail which is the strongest oil there is. But it’s a lot of work. But still, it’s a very, it’s a very good example of the ingenuity of in the tropics and being close to the sea, how to be artistic as much as possible within the circumstances. So this is called 13 �argamasa. JJ: [00:17:00] Argamasa. AS: Argamasa. So we spend a lot of time restoring it. So we have a, an artist, a contemporary artist called Celia Sanchez. She’s exhibiting in this part of the house. JJ: So you’re using the house now and then for artists and --? AS: We’re trying to, yes. We’re using the house to facilitate to artists space so that they can exhibit and so on. These are from Augusto Marín and so on. So we have other areas. So basically, this -- (Spanish) [00:17:46] (laughs) -- JJ: (Spanish) [00:17:50]? AS: (Spanish) [00:17:51]. This one, this one. JJ: (Spanish) [00:17:51]? AS: Yeah, these were there -- this was my father’s and [00:18:00] mother’s. If it wasn’t open, you can see a different kind of life, right? Because this is, this was my parents’ bedroom. JJ: Bedroom, this is the bedroom. AS: So that is -- so because they want, they like the entrance to the, to the balcón and then -- JJ: Okay, so they’ve got an entrance to the balcony. AS: Yeah, right. So Cha Cha, I wish you had time (inaudible) -- JJ: (inaudible) AS: (inaudible) JJ: (inaudible) 14 �AS: Yeah. No, but I want you to see, to see the documentary [The Hidden Group?]. We go to (inaudible). JJ: [00:19:00] Oh, yeah. AS: We call it (inaudible) and so on. JJ: (Spanish) [00:19:03 - 00:19:00] -- AS: (Spanish) [00:19:10]? JJ: (Spanish) [00:19:10 - 00:19:16]. AS: Okay, okay. All right. So -- JJ: (inaudible) AS: -- right. (Spanish) [00:19:21]. JJ: (Spanish) [00:19:23]. AS: That’s right. (inaudible) [00:19:32 - 00:19:40]. JJ: (inaudible) AS: Right. M2: No. AS: No. What is your name again? M2: Tim. AS: Tim? M2: Yeah. AS: Wow, that’s easy. M2: That is easy. AS: This is the bathroom. JJ: Why is there’s two of them? 15 �AS: This is the bath. JJ: Why do you got two of them? AS: Oh, this is the bidet. JJ: [00:20:00] What’s that? AS: It’s a bidet. It -- JJ: (Spanish) [00:20:04]. AS: It’s a hygiene for women. JJ: For women. Okay. AS: This water spreads up. JJ: Spreads up, okay. AS: Yeah. JJ: That’s more modern. AS: No, this has been here forever. JJ: Oh, it’s been here forever? AS: Yeah, yeah. This old, old bidet. JJ: So did you get it with the bidet? AS: Bidet, yeah. JJ: Did you get that, Tim? Have you ever seen these before or am I the only one that --? M1: I’ve heard of them, yeah. AS: Yeah, right. JJ: Because they’ve had this for years, I guess, the -- AS: Yeah, it’s probably 100 years old, the bidet. (inaudible) 16 �JJ: (inaudible) AS: It’s other room. JJ: (inaudible) AS: Oh. JJ: A bidet or --? AS: Yes. JJ: Okay. We want to get this. AS: Ah. JJ: (Spanish) [00:20:55]? AS: (Spanish) [00:20:57]. JJ: Let’s get the light -- AS: [00:21:00] Yeah. JJ: Okay, now closer. (inaudible) today. And then this (inaudible) [00:21:16 00:21:27]. (Spanish) [00:21:28 - 00:21:34]. AS: (Spanish) [00:21:35]. JJ: (Spanish) [00:21:36 - 00:21:58]. AS: Sí. JJ: (Spanish) [00:21:58 - 00:22:00]. (laughs) AS: (Spanish) [00:22:02 - 00:22:05]. JJ: Sí. AS: (Spanish) [00:22:08 -- 00:22:13]. JJ: (Spanish) [00:22:08] -- AS: (Spanish) [00:22:14 -- 00:22:25]. 17 �JJ: Sí. AS: (Spanish) [00:22:26 - 00:22:31]. JJ: (Spanish) [00:22:31]. AS: (Spanish) [00:22:32 - 00:22:34]. JJ: Sí. AS: (Spanish) [00:22:35]. JJ: (Spanish) [00:22:37 - 00:22:41]. AS: No. JJ: (Spanish) [00:22:42 -- 00:22:45]. AS: Sí. JJ: Sí. AS: Sí. JJ: (Spanish) [00:22:48 - 00:22:52]. AS: (Spanish) [00:22:53 - 00:22:56]. JJ: There’s more rooms over here and stuff. AS: Yeah. Sorry. (inaudible). This [00:23:00] has been restored, this bathroom. JJ: Did you put on the restore. Is there a new fan in here? AS: Yeah, sí. JJ: A new light? AS: Yeah, there’s a light. JJ: (inaudible) the new part of your house. Is somebody here? AS: (laughs) JJ: (inaudible) (laughs) Crazy. 18 �(break in audio) [00:23:38] JJ: Okay. (break in audio) [00:23:56] JJ: Yeah. AS: This, [00:24:00] can you take -- can you zoom in here? This is -- (break in audio) [00:24:11] AS: -- Professor Juan and Griffith. They made all of the efforts we have, we have made here to restore this house as an example of economic development, how it should not be done. Because economic development here like in many other capitalist countries is development at the expense of displacing the (inaudible) people. So there is a movement here, too, of displacement. So this documentary takes the example [00:25:00] of the struggle we have had on order to even get loans, the little monies, and so on to preserve this house as an example of many other efforts that are being done. And it also takes the example of Puerto Ricans in Chicago; Very small but it does it. So this documentary is an effort of these professors that they were able to put it together for this like onehour documentary. And it was shown at the Interamerican University. We have a copy and since Cha Cha is so important to the Puerto Rican liberation movement, we make it available [00:26:00] as long as we give the recognition to the professors, Dr. Juan and Dr. Griffith. They are professors at the university, the State University of Arizona. They also did that with their very own resources and so on and we admire the work they did. They really did a tremendous effort because it’s not easy to convey and to be able to convey the message of the 19 �Puerto Rican diaspora, the problem of Puerto Ricans here and there. And the uprootedness and so on and it’s not very easy to document that. It’s very easy to talk about it. But in order to document [00:27:00] it visually, it’s, it took a lot of efforts. Because they had to go and film over there and so on so that’s it. (break in audio) [00:27:15] JJ: You just started with your full name, when you were born, where you were born. AS: Right. JJ: Okay. AS: Yes. Well, first of all, Cha Cha, my dearest friend that I admire so much, thank you so much for this interview. My name is America, America Sorrentini, and people call me Meca, M-e-c-a. I was born in a small, little town called Cabo Rojo, a small, little town in the southwest coast of Puerto Rico. And on October 1937 I was born. [00:28:00] Cabo Rojo is a very traditional town of Puerto Rico but still -- JJ: Traditional meaning -- AS: Traditional in the sense that really, Cabo Rojo is called the town of freedom because Ramón Emeterio Betances, the father of the independence movement of Puerto Rico, was born. And in that sense, it’s called -- am I right or something is -- M2: I was actually just hoping I could have you move forward and to your left just slightly. (break in audio) [00;28:47] AS: From Cabo Rojo, my father work, work [00:29:00] all his emotions into the 20 �Socialist Party of Puerto Rico. Like I was telling you when we were seeing the, my mother’s house. We call it my mother’s house, Casa Sofia. JJ: If I can have you -- what about your grandparents, his parents? Were they involved in the socialist movement or --? AS: Well, my grandparents on my father’s side came from Italy from Sorrento and they were bricklayers. As a matter of fact, he built the, he built the farmers market of Cabo Rojo. And then on my -- JJ: What was his name? Do you remember? AS: [Cayetano?]. JJ: Cayetano. AS: Cayetano. My father’s name is Benigno. He died in 1984 and on my mother’s [00:30:00] side, she was mix of Spanish, African, and who knows what else. (laughs) because Puerto Ricans, we are all very, very mixed and so on. So on my mother’s side, she was, she had to work what we called [ajuste?] which is that they would bring in American companies would bring in gloves and she would, she would sew them by hand by a commission and they would pay her by the dozen. And the gloves are, each one of the gloves, they were handmade and so on. JJ: This was in Cabo Rojo. AS: This was in Cabo Rojo on the -- [00:31:00] and then she worked making the handmade artisanal hats, very famous hats from Cabo Rojo. Los sombreros [pra?] they were called. So my father got involved in political movement and he founded the Puerto Rico Socialist -- 21 �JJ: Your grandfather was not involved in that. AS: Was not involved in that, no. JJ: So your bloodline -- AS: Much, much later on, yes. JJ: In Cabo Rojo or somewhere else? AS: In Cabo Rojo, yes. As a matter of fact, he’s a self-taught man like I told you before and he ran for the legislature. He won on two consecutive years and so on but he had a lot of difficulties and was not very well accepted, let’s put it this way. That he had a lot of [00:32:00] violent encounters with the Republican Turbas which were armed Republican brigades I could say. And so when he came to the Puerto Rico legislature here in the metropolitan area -- JJ: Of Santurce. AS: -- of Santurce and San Juan, the capital of Puerto Rico is in old San Juan. So he decided to move the family over here and then we rented and then we came to live here at, here at Casa Sofia in Santurce. We lived, we rented in another place because we bought this house like the old, traditional way which is by handshake. [00:33:00] My father agreed with the owner of this house which was also a self-taught man from the, from Mayagüez which is very, is a town, is a city close to Cabo Rojo. This man had -- the dream of his life was that his daughter would celebrate her 15th birthday in this house and so my father waited -- JJ: Quinceañera (inaudible) -- AS: Quinceañeras which is the equivalent of happy, sweet 16 in the United States. So he waited for those. For two years, he waited in order to move into this 22 �house. I had a lot of difficulty as you can imagine because I came from, I came from a slum in Cabo [00:34:00] Rojo which was called La Pileta. (laughs) And -JJ: What was it like there? AS: La Pileta? JJ: What do you remember there? Because you said it was a slum. AS: Well, I have very fond memories of La Pileta. JJ: What are some, what are some of the memories? (overlapping dialogue; inaudible) -- AS: Well, there was a big, there was a water running through and because (laughs) once then you grow older and so on. But we thought it was really neat and (laughs) wonderful. Other people thought it was not nice at all. JJ: (overlapping dialogue; inaudible)? AS: That you had water running in front of the house because this was open like in the, in the water that running through the town would come through La Pileta. JJ: The sewer system or the river? AS: [00:35:00] Was like a river but it was -- JJ: Okay, like a river. AS: -- it was not protected. JJ: Okay. AS: Yes. So from La Pileta -- JJ: You said you had fond memories. What kind? AS: Fine memories -- JJ: (overlapping dialogue; inaudible) -- 23 �AS: A lot of bondage with the kids and so on and it was very open and you could walk. JJ: You went to school there, you went to school there. AS: No because I was still four or five years old. JJ: Four -- okay. Okay, so now you said -- AS: But I have these very fond memories, very romantic memories of La Pileta because there was always a lot of rhythm and singing and sound, very wonderful sounds of La Pileta. JJ: The people were singing all the time or --? AS: All the time, yes. Uh-huh. JJ: What type of music? AS: Oh, musica romantica, boleros. JJ: [00:36:00] Boleros. AS: Uh-huh, yes. Bomba, plena, because there has always been an argument among the bomba and plena. Which is was it born in Ponce or la plena was born in Mayagüez? The Cabo Rojo and Mayagüez people are very regional and they say no, it was born in Mayagüez. So it was that big -- JJ: Okay, so there was a little -- AS: -- that little -- JJ: -- competition (inaudible) -- AS: -- that little competition, yes. JJ: And that bomba y plena. AS: Where was the bomba and plena born? So obviously, here, in, when I moved 24 �into this neighborhood which is, it was a very, very upscale neighborhood -- so I had a, I had a -JJ: So what, how was the, how was the, how was the -- AS: Yes. JJ: -- because you were more living in a slum in Cabo Rojo and then now, you moved to an upscale neighborhood. [00:37:00] (overlapping dialogue; inaudible) -- AS: Well, I move -- there was an intermediary because I move in Cabo Rojo in another, in another [barriada?], in another barrio which is a little upscale than the La Pileta. JJ: So in Cabo Rojo, (overlapping dialogue; inaudible) a little upscale neighborhood in -- okay. AS: A little in regard to La Pileta. JJ: (inaudible) AS: Don’t get confused. (laughs) JJ: No, I’m not trying to get confused -- AS: It’s a little, a little upscale than La Pileta. JJ: I’m only, I was just, I’m just trying to understand the differences. AS: Yes, right. JJ: (inaudible) AS: Yeah. JJ: I’m not trying to -- AS: Yeah, so there, from there, I had a, I had a pet. I mention this because this 25 �brought me a lot of difficulties into this neighborhood because my pet was a goat. JJ: (laughs) AS: So it was not becoming at all to have a -- JJ: A goat in a city. AS: -- a goat as a pet. [00:38:00] Then we were close to the farmers market and the goat loved the farmers market. I would have to run up to Pepa to bring her in from, in from the market. JJ: Oh, you did bring the goat there. AS: Yeah, I brought her in, yeah. No, my parents let me have a goat. There is no way that as a pet, she can have her pet. And so but later on, the neighbors really understood and they embrace and they all loved the Pepa. JJ: Pepa is the name. AS: Yes. So here we are in Santurce and I say that -- JJ: What year was this? Do you know? What year? AS: This was from 1944 to 1948 was a period of Pepa. JJ: What was that like, ’44 to ’48? Because a lot of people [00:39:00] came to the United States around that time. That was right after the war. AS: Yes. JJ: So what was it like here in Puerto Rico at that time? AS: Here. Well, very, very difficult times economically and that’s why my father introduce a law in which the monies from the salt industry, salinas from Cabo Rojo, so that it sent would be used for educational purposes and so on. Because really, the economic situation was very, very difficult. 26 �JJ: Was it a big area? A big town at that time in Santurce or was it a big section or -? AS: Santurce? Yeah, it was, yeah, it was beginning, it was beginning to the sprawl of the urban development [00:40:00] was the beginning of taking place in this because this street was very traditional. They didn’t have any of these buildings. JJ: It was still country like. AS: It was country like, like this house. They had a lot of big yards and so on. They built this building over here and all these buildings and they were just houses and so on. JJ: Wooden houses or --? AS: Wooden with sink and so on. This was -- JJ: You (inaudible) fast. You got a sink -- AS: Yes. This was one of the most modern houses that were built in the area, uhhuh. As a matter of fact, the number eight that is in front of the house, it was the old Spanish demarcation of the house. [00:41:00] That’s why I still have the eight over there. And the new demarcation is 264. JJ: Okay, and what about the policies? I mean, how was it at that time, I mean, in the late ‘40s and that here considering or in Puerto Rico? AS: Yes. Well, here the Popular Democratic Party was really making a -- organizing and making an appeal to the poor conditions of Puerto Ricans. The Popular Democratic Party adopted the slogan of Pan, Tierra y Libertad. JJ: Mm-hmm. Libertad, what was that? AS: Bread, land, and liberty. 27 �JJ: What was liberty? AS: Well, because the Popular Democratic Party [00:42:00] ran with the, with its founder, Luis Muñoz Marín, promising the liberty for Puerto Rico, you see? The Popular Democratic Party was going to be a transition -- JJ: So when they say liberty -- AS: -- was going to be a party that would bring in the liberty for Puerto Rico independence party. JJ: Independence, so they actually were for independence. AS: They were for independence, yes. JJ: The Popular Democratic Party. AS: Yeah, the Popular Democratic Party. JJ: (overlapping dialogue; inaudible) AS: That’s why Pan, Tierra, and Libertad. So it had a tremendous appeal on the political forces then had the Puerto Rican Independence Party. It was a very -- it was a strong, a strong force. JJ: At that time. AS: [00:43:00] At that time, yes, uh-huh. Which was under the leadership of Concepción de Gracia, Gilberto Concepción de Gracia which founded the Puerto Rican Independence Party that still exist and still is an electoral party. And still is inscribe and so on, (Spanish) [00:43:24]. Mm-hmm. So the -- JJ: So they didn’t depend on -- this is before there -- AS: I think -- JJ: -- was a governor, though. This was before there was a governor. 28 �AS: Before they was a Puerto Rican governor. JJ: And so who were the governors before? I mean -- AS: Piñero. JJ: Piñero. That was like the first -- was he the first elected or first appointed? AS: The first appointed. JJ: Puerto Rican. AS: Yes, Puerto Rican but before we got Piñero. JJ: So before that, who do we have? Who do we have? AS: Oh, we had a lot of other governors appointed by the Congress [00:44:00] and the president of the United States. JJ: But none of them were Puerto Rican. AS: None of them -- they were -- yeah. JJ: In fact, we had some generals. AS: Generals, yes. Since the 1898 and so on, we had General Miles, Tugwell, and so on. But the Popular Democratic Party really had a, had many laws that would appeal and they were really, they were really very avant-garde laws because for example, one of the laws was that there was no child without a father. In other words, that was that men had to recognize their offspring, give them names and so on, because there were a lot of rich people that [00:45:00] would procreate. Would have children, so on, and would not, would not leave their names to the children. So this was (laughs) very -- at that time, it was a very advanced law which would force the father to give the name to the children. JJ: And support -- 29 �AS: And family name, family name. JJ: Oh, family name. AS: Yes. Because they would support them but would not give the-- JJ: Wouldn’t give them their -- AS: -- their family name because the family name was very, very guarded by the fathers. JJ: By the rich, by the rich -- okay. AS: Yeah, yes. So that was one of the law. The other one was the 500 acres law which [00:46:00] is that the law would penalize if you would apply on more than 500 acres. If you would buy more than 500 acres of land and so on in order to protect the agriculture. And to also abolish the tradition in Puerto Rico of having hired help in which they would leave a new land and you have that hired help by paying very meager salaries. Because you would provide, you would provide them housing and so on. So it’s that kind of arrangement of the plantation arrangement [00:47:00] as in dollars, plantain [sic] arrangement. There was a lot of opposition to that, to the law of the quinientos acres, of the 500 acres of land, the ownership of land and so on. JJ: Mm-hmm. So let me understand it. So people were -- there was a law that you could not have more than 500 acres? AS: The Popular Democratic Party ran with that -- JJ: Oh. AS: -- those advanced laws to abolish -- JJ: To abolish that. 30 �AS: -- to abolish that, yes. Then they would also offer the land which was the parcelas to the campesinos, to the, or to the rural dwellers and so on. JJ: Whose land was this? The government has owned it? AS: Well, it was going to be [00:48:00] taken away by the law of the 500 acres. JJ: (phone rings) Okay. Hold on a second. (break in audio) [00:48:03] JJ: So you said I made it out of the 500 acres. AS: Sí. JJ: Okay. AS: (Spanish) [00:48:10]? JJ: (Spanish) [00:48:13]. AS: Uh-huh. JJ: (Spanish) [00:48:15] the (inaudible), the time, the people (inaudible). AS: Sí, mm-hmm. JJ: Okay, (Spanish) [00:48:21 - 00:48:25]? AS: (Spanish) [00:48:26] this was -- we were on that, on the development of the platform of the Popular Democratic Party. Why it really, it really grew and so on. Remember that my father was in the Socialist Party and the Socialist Party wanted, was for statehood, wanted Puerto Rico to be a state of the United States. But we didn’t [00:49:00] -- the concept of a really, of a workers’, of a workers’ state and so on. And my father initiated and with the labor movement and so on, and the federation of labor and so on, had relationships, had relationships with the United States. And the Popular Democratic Party felt that it 31 �had to -- there was no possibilities. That the Constitution of the United States would allow a socialist state. That it was a really uphill battle in order to, in order to make it. To make [00:50:00] it the proposal that the Congress of the United States would embrace. So the Popular Democratic Party called for the, for Puerto Rican election of a Puerto Rican governor with a platform of to end the plantation system, for ownership of you land, for home ownership of the land in which it developed the program of parcelas, which is very well-known in Puerto Rico. Parcelas was a very small plot of land given to the rural communities and so on. It is then franchised the (inaudible). JJ: So you’re related to the peasants, what they call peasants, los jibaros, the campos. AS: Yes, los jibaros, the campos, yes. That [00:51:00] was the strongest base of the Popular Democratic Pary was the rural areas -- JJ: Okay. AS: -- of Puerto Rico, los jibaros. So the recognition of the, of abolition all the (inaudible) benefits of a patriarchal, of a patriarchal heritage and so on in which the father had to recognize other children. So all this, all this -- JJ: So you’re taking the land, you’re taking the land with about 100 acres land law. You would take the land from the rich? AS: No, because there were landowners with huge, huge amounts of land. JJ: So the government didn’t take their land. AS: The [00:52:00] government decided this was not possible in an island was, which was 100 by 35. 32 �JJ: But then there was protests -- AS: For very few, for very few owners to own basically, own the land in Puerto Rico. So -- JJ: And at that time, they were owning a lot of land. It was very, very -- AS: Yes. Very, yes. Uh-huh. JJ: So they didn’t (inaudible) resistance or --? AS: Oh yes, yes. It took the Popular Democratic Party a lot of organizing and to develop, to develop the base. And so much so that really, they knocked out all the other oppositions. The Popular Democratic Party became the predominant force, the electoral politics. JJ: This was in the late ‘40s, it was in the late ‘40s. AS: [00:53:00] Yes, in the late ‘40s. Then in 1952, the Constitution, the Constitution of the Puerto Rican Constitution is developed and so on. JJ: So why do you think that people were -- a lot of -- (Spanish) [00:37:16], from the country, were moving then to Chicago and the Midwest and this was like that in the late ‘40s. Was it after or before? AS: Yes. JJ: So some were being exposed to those areas but they were getting land here. Why wouldn’t they stay? AS: Because they -- these were the laws. They weren’t being implemented because they are not being passed yet. There still was opposition even by mention it. They was not, it was not yet -- had not taken hold because there was [00:54:00] the 500 acres law. But then they would, they would go around the law and then 33 �another relative and so on would buy another 500 acres and so on. So it wasn’t a very straightforward victory because the ruling class of Puerto Rico, there is such a thing which is an infamous because there is really not such a thing. Because not only do we have ruling class, you have to have the political power to make -JJ: To control the (inaudible) -- AS: -- self-determination for your own. But so within that concept of being intermediaries of the capital from the United States and in Puerto Rico. [00:55:00] Still, those forces were against the 500-acre law. So we have the constitution of Puerto Rico which was under law 600 which still was opposed by the independence forces, okay? So you have developing the what we now know and identify as statehood forces, the estado libre asociado de -- JJ: So you’re identifying them as statehood forces? AS: Status quo traditional forces -- JJ: Okay. AS: -- which is the estado libre asociado [00:56:00] of the independent forces. Different concepts but within the independence. JJ: So they were really part of the independence movement but they were -- had a different concept is what you’re saying or --? AS: They were the Popular Democratic Party at the beginning runs for independence. Yeah. But they change, they change and they say -- remember, this is when Pedro Albizu Campos was struggling for the independence of Puerto Rico. And he calls on the, on Puerto Ricans to arm themselves if the [00:57:00] -- your right 34 �to become free is opposed. So this was a very confrontation, a big confrontation. And Muñoz Marín which was the first elected governor of Puerto Rico, he won by at least -- tu sabes. JJ: Landslide, landslide, slam dunk. It was a slam dunk. AS: (Spanish) [00:57:27 - 00:57:32] so because he ran with a platform of everything. Independence, freedom, social justice, you name it. So and he did a lot of work and so on. But somehow, somewhere along [00:58:00] the line, he changes and he says that that’s, that he doesn’t see it’s possible, that independence in Puerto Rico. That we should put that aside and take care of the social justice issues. And this is a very famous phrase that says que, “El estatus politico no es dying issue,” you know? The political status is not an issue in his reasoning. JJ: Oh, okay. And his reasoning? What was his reasoning? AS: That we really have to take care first about our economic development and so on and that the relationship with the United States could develop and then the estado libre asociado which is the political status of Puerto Rico. Which by the name itself is problematic because you cannot be three things at the same [00:59:00] time (laughs) to be a state libre. JJ: And libre. AS: And free and then associated so estado libre asociado is the actual recognized political status of Puerto Rico. But he promised his party, the Popular Democratic Party, he promised that the estado libre asociado would be enhanced. There would be more, that the Congress of the United States would give more powers to Puerto Rico because right now, Puerto Rico is under the Congress of the 35 �United States and it’s a special clause. So that is called [01:00:00] is a territorial clause so that Puerto Rico is not part of the United States. It’s a special clause. You can -JJ: Territory. AS: You can check it in the Congress of the United States, Puerto Rico territorial clause which is that Puerto Rico is a territory of the United States. JJ: That it’s part of (inaudible) -- AS: So that is because at the international, at the United Nations -- JJ: It’s like (inaudible) or something. (laughter) Embassy. AS: No. What happens is that at international law, Puerto Rico instead of saying it’s a colony because at international level, all colonies should have been abolished. So 19- [01:01:00] -- the United States in 1963 decides then that Puerto Rico is a territory so as not to be labeled is a colony. Because if you have a colonial status, you have to submit to the United Nations a yearly improvement of the economic status. JJ: Of the colony. AS: Of the colony. In order to abolish that, the United States said and won that international let’s say struggle until later on, we were able to publish all the independent forces. I forgot to tell you that I support independence for Puerto Rico. I forgot to tell you that; I am so sorry. JJ: Oh, we know. We know it. We know it. AS: You notice it, (laughs) yes. JJ: (laughs) (inaudible) But okay, that’ll be the expression. 36 �AS: So, we -- right. [01:02:00] But I think is the solution for Puerto Rico. JJ: And did you (overlapping dialogue; inaudible) like the decolonization, for example. AS: The decolonization of Puerto Rico. Well -- JJ: I mean, in terms of the United Nations. AS: The United Nations. Well, because I was just telling you the electoral forces you were talking about because there were other non-electoral forces. The Movimiento para Independencia and the Nationalist Party of Puerto Rico who didn’t agree with the electoral process then. JJ: Yeah, what was the Nationalist Party of Puerto Rico doing then in (inaudible)? AS: Yes. JJ: When -- during the election. AS: During this, right. When all this is going on with the Popular Democratic Party, the, [01:03:00] remember Albizu Campos was studying at Harvard University. When he comes from Harvard University -- anyway, Albizu Campos, let me tell you who was the first president of the Irish Student Movement to declare -- JJ: I heard that they (overlapping dialogue; inaudible). AS: -- to vote for the Irish, for the Irish, for the Irish, for one Ireland struggles. JJ: So he was president. He was president of the movement? AS: And the students name an honorary president because he really struggled for the, for the freedom of the Irish and this was at Harvard University. JJ: Albizu Campos was a leader of the Nationalist Party then at the time. AS: He was not the president, no. Because [01:04:00] he finish his study. He was 37 �studying law at Harvard University. So when he comes back to Puerto Rico, the Nationalist Party was participating in the electorate process in Puerto Rico. Yes. (break in audio) [01:04:23] JJ: -- hold onto the Albizu Campos. M2: (inaudible) AS: Albizu Campos, right. Yes. So he becomes aware that although the Nationalist Party was trying to deal with the whole electoral process in Puerto Rico. So when he comes to Puerto Rico, he says that it was [01:05:00] impossible to be able to gain in the public trust under the colonial educational system in which we had to use the textbooks from the United States and everything that would be free democratic elections. Therefore, he calls for abstention. He calls to counteract that there was not possible and a democratic election process in Puerto Rico without supervision of the United Nations and so on so -- JJ: Now, how did, how does it do this? He comes from the United States and university to Puerto Rico and then -- AS: He comes -- JJ: -- does he have a press conference in -- AS: -- and he militates [sic], he militates [01:06:00] in the Nationalist Party of Puerto Rico. JJ: So he’s -- AS: And then he is elected president. JJ: So he militates, he -- all right. He is saying this at the rallies and the (overlapping dialogue; inaudible) -- 38 �AS: And rallies and meetings and so on and he calls -- JJ: And then they’re, are they having public meetings but I mean -- AS: Public meetings, yes. JJ: -- the Nationalist Party, where they’re with him in media all the time or --? AS: Yes and they have the following and so on, a strong following and -- JJ: They have a strong following. (overlapping dialogue; inaudible). So they were on the news all the time. AS: Excuse me? JJ: They were on the news, in the news all the time. AS: Oh, yes. Of course, yes. Uh-huh, right. Because he is -- first, he -- JJ: But he’s been in public places now. AS: First, he wasn’t really very prominent and even when he came to study at the, at Harvard University, I remember that he graduated magna cum laude from Harvard. And he also had several [01:07:00] titles. He not only of law, of international law and so on. But he really studied; He was a brilliant student in chemistry and so on. He was very (inaudible). So he had a lot of respect among many different sectors. Even popularism and people in the Popular Democratic Part were Albizuistas. JJ: Albizuistas? AS: Albizuistas meaning they were for Albizu. JJ: They were for Albizu. AS: That they really supported -- JJ: So there was a (inaudible) -- 39 �AS: Yes, that there was -- JJ: Then the Popular Democratic (overlapping dialogue; inaudible) -- AS: Oh yes, and there were Albizuistas and so on. And Albizuistas would really [01:08:00] -- people even from the Puerto Rican Independence Party would call themselves Albizuistas. Meaning that -- JJ: So you had him in all the parties. He was the well organizer. (overlapping dialogue; inaudible) -- AS: Yes. Well-organize as though he was also in the Nationalist Party. But he had a following also among many other organized sectors and within those organized sectors, there were caucuses and so on. It was really very widespread the sentiment of Albizu and calling yourself Albizuista meant that you really supported and you self-determination for the Puerto Rican people. That’s really the source of it. And he was able to, he was able to come through [01:09:00] with this sentiment and for people to wear buttons and so on with Albizu. So -- JJ: He was very dangerous to their government at that time. (inaudible) United States and (inaudible) independence and -- AS: Well, what happens is that he’s called by all means necessary was misunderstood because he was following the liberation movement of all the world. You see that you had the right, that this was the right, and that you had to defend that right by all means. Well, what happens is that it’s not the same thing to believe that when you are dealing with the United [01:10:00] States because the United States is a very, very powerful country. So you might not think so (laughs) but it’s so powerful that even though you are saying that you believe in 40 �self-determination meaning by all means necessary meaning that it’s a matter of principle, then the United States takes it literally as if you are going to immediately take a gun and start shooting. So what happens is that when Lolita Lebrón goes to the Congress of the United States, since the American people -JJ: (overlapping dialogue; inaudible) -- AS: -- don’t have the information of what’s going on in Puerto Rico, they think this is something where [01:11:00] did it come from? It’s like now even the presidential electoral process going on now in the United States, they don’t mention that the United States has a colony or what is a colony or why are there has, there is a need for a plebiscite because if you are organizing a plebiscite, it’s because it’s a colony. But then they don’t want to accept it’s a colony. Do you see what I mean? But then the American people don’t know nothing about this. So the same thing with law 600 in Puerto Rico. Now, what is law 600? You could say, “Well, Meca, why take time to explain the law 600?” But it’s important because this explains that the United [01:12:00] States wanted to present to the United Nations that it had abolished the colony, that it had been, it had been successful with the economic development model of the estado libre asociado. And that this was so successful that it became a law which is law 600 which is what allows the status of Puerto Rico to be recognized by the United Nations according to the United States. You see what I mean? So -- JJ: Okay. So then now, it’s -- AS: -- what happens is the Nationalist Party figures that we had to -- JJ: So the United Nations is okay with that. It’s okay with it is what you’re saying, the 41 �law 600. AS: [01:13:00] According to the United States. JJ: According to the United States. AS: Right. So then the Nationalist Party feels it was, felt it was really a, had to do something dramatic to bring to the people of the world that this was not so. JJ: So what did they do? What did they do? So (inaudible) -- AS: People inspired by the Albizu like I was telling you that there were many Albizuistas so in the Nationalist Party and other sectors. So Lolita Lebrón, Cancel Miranda, and so on, they went to the Congress of the United States and well, the United States do not accept that delegation because they themselves went [01:14:00] over there to bring about, to bring about the case of Puerto Rico to the world. And they did it with guns and shooting -- JJ: So they went inside the warehouse? Was it the warehouse or the --? AS: They went to the Congress of the United States. JJ: To the Congress and they started shooting. AS: And they started shooting. JJ: Did anyone get injured or --? AS: There was one American -- JJ: Congressmen (overlapping dialogue; inaudible) -- AS: -- Congress people injured and so on. JJ: I understand that Lolita Lebrón was a threat or so? AS: And Lolita Lebrón ruptured herself in the -- first, they bought only one-way ticket because they figure they would die over there. 42 �JJ: So they knew that they would probably die. AS: Die over there. JJ: But they wanted -- it was a dramatic thing that -- AS: It was a dramatic thing to -- JJ: -- against this law 600. AS: -- against this law 600. JJ: Because they wanted to show they wanted independence? AS: That the United States [01:15:00] had not really solved the problem of the political status of Puerto Rico and that still, Puerto Rico was a colony of the United States. And that the Congress was on the jurisdiction of the Congress of the United States because all the federal laws applied to Puerto Rico. In other words, in other words, the coin, the migration, the Federal Communications Commission. Everything, you see. Even the TV in Puerto Rico have to play the American [indonacional Americano?]. JJ: (inaudible) AS: The American hymn and the Puerto Rican hymn and all the Federal Communications Commissions, all the federal laws. We also have to use the [01:16:00] United States marine trade and so on. We cannot do international trade and so on although we are in terms of -- JJ: You can only trade, you can only trade with the United States is what you’re saying. AS: -- we are the seventh-largest market of US-produced goods because that’s what we can, we have to, we buy. So it was a problem because when they do this 43 �shooting, since the American people didn’t have all the information, although there were Americans that were members of the Nationalist Party of Puerto Rico because Ruth Reynolds also was one of the pacifist, an American pacifist who understood the struggle and so on. [01:17:00] And defended the Albizu -JJ: So there were many Americans. AS: Yeah, Albizu Campos. JJ: Right there in the Puerto Rican Nationalist Party. What were you doing there? Where were you at? AS: I hadn’t been born yet. JJ: Oh, you weren’t born yet. AS: Nineteen thirty-seven because I was born in 1977. Yes. JJ: No but when they went to Washington, it was in the ‘50s. AS: Oh, in the ‘50s. JJ: Yeah, so what were you doing then? I mean, how did you feel about it then? How old were you then about? AS: I was like 9 years old, 9 or 10 years, yes. JJ: Okay, so you weren’t thinking (inaudible). AS: Yeah. Well, all I know is that we had to, we -- our father told us we have to hide. JJ: Your father said you have to hide? AS: Yeah, because he understood repression, first of all. (laughs) He knew what repression was and so on. JJ: And there was a conflict so he understood it. [01:18:00] So you talked to him about repression. 44 �AS: Oh yes. He talked about repression and -- JJ: What did he say? What did he say? AS: -- then he said, now, we are again going to have the Turbas like I told you before so this was going on, the Turbas. And he said that we have to protect ourselves and so on. Because you didn’t know how this was going to play in Puerto Rico and so on and our friends that were arrested and so on in Puerto Rico and -- JJ: They were your fathers’ friends? AS: My fathers’ friends die everywhere. You think -- you could not -- JJ: So they were arresting people all throughout (overlapping dialogue; inaudible) -- AS: Yes. Also out. Also out. You didn’t -- JJ: Were there a lot of them? AS: You didn’t know who would, they would get arrested because the Nationalist Party, for example, if you be wearing black and white [01:19:00] which was the color of the Nationalist Party, you could get harassed and so on by the police and given tickets and all that kind of stuff. A lot of big, huge harassment and so forth. JJ: So did that cause you to move? Or you stayed here, you stayed in this house right here? AS: No, it didn’t cause us to move. JJ: Okay, but okay. They weren’t impacting (inaudible) your father’s side? AS: That’s right. Yes. (laughs) JJ: (overlapping dialogue; inaudible). Okay, so we’re looking in the ‘50s. You’re like nine years old and you’re living in Santurce? AS: In the ‘50s, I was already now like 13. 45 �JJ: Thirteen. AS: Thirteen. Thirteen, 14. JJ: Okay, you were in school and that? AS: So uh-huh. JJ: Is your consciousness being [01:20:00] raised? Now you began to think more like your father or --? AS: Dramatically. Yes, yes. JJ: (overlapping dialogue) [01:20:04] so you were close to your father or --? AS: Yes, thinking that I was agreeing more with my siblings because they understood that statehood and socialist was not possible. And this was -- JJ: That’s right. AS: -- including the American within the United States Constitution, this was not going to be an easy struggle to accept. To accept a state that would be Spanishspeaking and then socialist. JJ: And for the workers. AS: This was really uphill and that this was not possible. JJ: So your sib- AS: And [01:21:00] my siblings were -- JJ: -- were older than you? Were older? AS: -- were older, much older. And they were for the, they decided for independence and this was and then when the most -- JJ: How many siblings did you have? We won’t even go into that. AS: The older ones were two. Two older siblings I had to make the decision of -- 46 �JJ: Boys? Girls? Hombre. AS: Uh-huh. Male and female, hombre y mujer, yeah. JJ: Male and female. Okay. And they were already with your father, or against your father, changing (inaudible) -- AS: They were for independence. They figured that that would be the best for Puerto Rico were to become independent. JJ: Were they members? Were they members of the -- AS: Of the Puerto Rican Independence Party, yes. JJ: Oh, so you were (overlapping dialogue; inaudible). AS: Yes, uh-huh. Right. But when Muñoz Marín who was embracing independence and calls for this [01:22:00] social justice platform and independence, then they went with the Popular Democratic Party. And then I was forming my own opinion and so on and I was leaning toward the movimiento para independencia forces, the 1959 with Juan Mari Brás -- JJ: (overlapping dialogue; inaudible) Juan Mari Brás. AS: Yes, developed. JJ: And were you at school at that time? Is that why you were doing -- were they in school? What was their base? AS: All over Puerto Rico. Yes, yes, uh-huh. JJ: So they were all over Puerto Rico. Okay, okay. AS: Although he initiated in Mayagüez. JJ: In Mayagüez. AS: Mayagüez. 47 �JJ: Oh, that’s where (overlapping dialogue; inaudible)? AS: Uh-huh, with Eugenio María de Hostos and so on. Yes, in Mayagüez. JJ: Eugenio María de Hostos. AS: de Hostos, de Hostos. JJ: Oh, they all went at the same time? AS: Hostos, it’s a patriotic [01:23:00] feel or in Puerto Rico but -- JJ: But he was alive at that time, he was alive at that time. AS: No, he was not alive. JJ: Oh no, but he -- he inspired. AS: But he was an inspire -- they were inspired by him, by yeah. JJ: (Spanish) [01:23:14]. AS: Yeah, Betances, Hostos. JJ: Okay. AS: Yeah. And so the movimiento para -- JJ: So what did you, what did you find out about it? I mean, you know. AS: Through everywhere you would come in because they, because they -- JJ: So were okay with the movement. AS: -- they were, that they figure that what Puerto Rico needed was a movement instead of a party. That was the (Spanish) [01:23:47 - 01:23:51]. JJ: Why was that? Because were kind of -- the Young Lords went over the same side of the movimiento [01:24:00] para independencia pero -- AS: Yes. JJ: So why did, was did they look at it as more of a movement instead of a party at 48 �that time? AS: Yes, because the repressive forces, the contention of the MPI, of the movimiento para independencia, was that you would gain strength by not being disciplined to one specific party platform. And so the Nationalist Party of Puerto Rico was, had a very specific platform and also was anti-electorate who called for the abstention of the elector, elections. The movimiento para independencia said that it would embrace all forms of struggle, [01:25:00] even elections. And I’m struggle too. So the fact that it had in its platform all forms of struggle as legitimate for Puerto Ri-, for the liberation movement. That gave them a lot of broadness and it captivated a lot of young forces. The FUPI, the Federacion Universitaria para Independencia, the FUPI, it also embraced the movimiento para independencia. So -- JJ: It became a pretty broad base. AS: Very, very, very. JJ: Very all over the island, you said. AS: Yes, 1959. JJ: In the news all the time, in the media all the time. AS: In the media, uh-huh, in 1959 [01:26:00] and so on. Then it also organized in the United States. Then -- JJ: That’s right (overlapping dialogue; inaudible) -- AS: -- the 1970s, right, yes. JJ: The stadium in New York and -- AS: Yes. But remember that since I was, I -- in 1964, I leave Puerto Rico and I got to 49 �different countries in the Caribbean. So in 1966, I moved to Worcester, Massachusetts, and there I (audio cuts out)) and I embrace, and I embrace the organizing model of your people. (laughs) JJ: (inaudible) AS: Yeah. JJ: But so now, you joined the movimiento para independencia when? When did you join? AS: Well, [01:27:00] movimiento para independencia was 1960s. JJ: Wait is that -- did you join there? AS: It was at the -- because I was at the University of Puerto Rico which was the FUPI. JJ: Right, so you were a member of FUPI first. AS: I was involved with the FUPI. JJ: Okay. And so this automatically (overlapping dialogue; inaudible) into them. AS: No, not automatically. Not automatically because after the FUPI, I graduate in 1950-, I graduate in 1959. JJ: No, but I mean you joined FUPI automatically when you got in there so because I mean of your father’s background. AS: Not because of my father’s background because this was very controversial, my father’s background was very controversial. Wherever I was, I had to explain it over and over and over again. How would he think that United State, what was he thinking? (laughs) JJ: Yeah, exactly. [01:28:00] The people you hung around with, you had to explain 50 �about your father. AS: Yes, uh-huh. JJ: How can you (overlapping dialogue; inaudible)? AS: But even though it was in the books and all, they say, “What was he thinking? How could he believe -- JJ: Absolutely. AS: -- that the United States would allow this?” JJ: I understand, yeah. AS: You know, what was in the -- what was -- were -- they pick that inspiration of the federal, of the federate labor movement inspired them to think that the United States would embrace Puerto Rico as a state, as a socialist state. So this was a big, huge controversy because there are very -- JJ: So he was one of those -- AS: -- prominent figures like Santiago Iglesias, Santiago Iglesias Pantín and so on. Other people [01:29:00] who really thought that the, that the, that the movement, that the labor movement from the United States was moving toward embracing more of a social democrat and from a social democrat to a socialist state that they thought it was, it was feasible. JJ: (overlapping dialogue; inaudible) -- AS: But I had to, I had to really -- JJ: Explain it. AS: -- really explain it and so on. But it was, it was positive because this was, we were young, we were young idealist who wanted to embrace also the American, 51 �the American youth movement of equality [01:30:00] in the United States. JJ: For civil rights. AS: And we were for the civil rights. JJ: The civil rights movement at the time. AS: All of these positive -- JJ: This is the civil rights era, this is the civil rights era. AS: Yeah, you see, all these positive things going on in the United States, we did embrace it and we thought it was very heroic of the American people although -- JJ: So against the war. This was about the time against the war in Vietnam and that sort of -- AS: Yes. So it was like two different, like conflicting messages of a movement and of the American people making very vanguard statements and abolishing really backward like slavery and all aspects, negative aspects [01:31:00] of slavery and discrimination and rectifying historical blunders. We thought this was very, very positive and we wanted to embrace and be part of that movement in the United States. JJ: So the university was at, was the civil rights era, the Vietnam war, protesting. AS: Yes. JJ: So the university was having protests almost every day or --? Would you say that or I mean, were there a lot --? AS: Protests? This was open confrontation. This was shooting. JJ: There were shooting. AS: Oh my God, these were -- yes. This was because the National Guard of Puerto 52 �Rico which is called National Guard of Puerto Rico but it follows [01:32:00] all the structures of the -JJ: United States. AS: -- United States military. They had recruiting and huge recruiting offices right inside the university of Puerto Rico. Remember, this was, how you say, forced? Forced recruitment. JJ: Right it was the beginning -- AS: It was the time when there was -- JJ: It was -- yeah, mandatory military. Mandatory military service. AS: (Spanish) [01:32:30]. JJ: Yeah. AS: So we were against that. So there were real big, huge confrontations and really open shootings and so on -- JJ: At the university. AS: -- at the university and students -- [01:33:00] yes. JJ: Anybody got killed because of this? AS: Yes, yes. Students got killed and so on. So that on the early 1960s, I was going to Santo Domingo and to Venezuela. I was doing some research about -- JJ: For the university? Or for -- AS: We were attached to a diplomatic core to the United Nations in which they were studying the fertility of the nun and we were doing this research on a project in the Dominican Republic [01:34:00] and in Venezuela in Guyana for the Agriculture Department of the United Nations. So this was very interesting in 53 �order to, for those countries to develop their own agriculture. Because you have to prove that your land is very fertile and so on and that it should be protected. So since my husband was an expert on soils so we went to those countries for that. JJ: And your husband’s name at that time was what? AS: James Blaut. JJ: James Blaut. AS: James Blaut. He did research. And then in, then in, later on, we went to Venezuela because we [01:35:00] were involved with the project because he was, he develop, with some grants, develop a project in which we would counteract the Piaget [-lo?] of development, of child development. Because Piaget says that there are developmental stages of children and that children cannot be introduced to aerial photography until they are seven and eight years old and so on. We got involved and very excited with that kind of research of perception that children at that very age can read maps and when they are three years old and so on. Since I was trained as a psychologist, I did the research and so on to provide that the children can read maps at a very early age. [01:36:00] So that took me to 19- -- we were at the College of the Virgin Islands [sic] in 1964, 1960-, until 1966. Then I got to Worcester, Massachusetts. JJ: Did you go through work or right, straight to the Worcester? AS: Worcester. JJ: Worcester? AS: Worcester from the Virgin Islands. 54 �JJ: And so that was a university, too, there or you went to the --? AS: From the -- excuse me? JJ: From the Virgin Islands you go to (overlapping dialogue; inaudible) -- AS: From the Virgin Islands to Clark University -- JJ: Clark University? AS: -- because they ask my husband, yeah. Then I, we decided to go to Worcester. JJ: Okay. And he was -- was he teach, was he teaching there or --? AS: He was a director of the research at the -- he was a professor. He was a director of Caribbean research, yes. We have some encounters there with Rockefeller. And [01:37:00] whenever you have encounters with Rockefeller, you basically lose. (laughs) JJ: Okay, so which Rockefeller is it? AS: Nelson. JJ: Nelson Rockefeller. Okay, the direct confrontation. AS: Yes because he had a concept of conservation different than ours. He owns a lot of land in the Virgin Islands and his concept of conservation, we didn’t agree with it. JJ: What was his? What was yours? AS: His concept of conservation is you acquire the title of the property and then you do the conservation. And we thought that it’s, it doesn’t work with us. The land has to be owned by the people, it has to be public owned and the -- JJ: Public domain, public land. AS: Yeah. Then [01:38:00] that -- 55 �JJ: I see, so he wants to make money (inaudible). AS: That public, the fact that you own the land, you should conserve it. It’s your land, it’s your resources. But it’s a different concept of private ownership. It’s a very difficult although he had some wonderful, beautiful ideas for the conservation, for all the, for everything. But these are gigantic people have a lot of money and resources. It was -- JJ: So anyway, you said that when you were faced with Rockefeller, you’d lose. AS: Well, because you have to publish reports and then they force, they want your reports to be private. My husband would not allow that. JJ: To gain way. AS: Because if you are an academic and you [01:39:00] do some research, let’s say you do this and then you go to the university and they say that belongs to us, that’s it. If you agree with it, you give it to them. But if you have the concept that -- JJ: Right. (overlapping dialogue; inaudible) -- AS: -- no, no, no, this is my copyright, this is mine. And the people gave me this information because they trusted me. It is the same thing. So then the report, you make it public -- JJ: Right, it should be public. AS: -- because you owe it to the public that gave you the information. It’s a different concept. They figure that since they believe that the whole thing is private but then you are like a slave to them -- JJ: So we’re going to make sure that Grand Valley is not a Rockefeller. (laughs) 56 �Grand Valley State University, [01:40:00] technical university. (laughter) AS: It’s true, it becomes, it’s everywhere. JJ: We got to make sure, we got to make sure -- AS: Some places, the more sophisticated than others and so on. JJ: That’s a good point. AS: So when I signed this, I signed it to Cha Cha because I’m giving this, all this effort and information because Cha Cha has sacrificed himself and has given everything to the people so I am giving it back. The little I have contributed, I’m giving it back to you. So -- JJ: That’s right, I got to make sure I keep it with the people. AS: (laughs) JJ: I appreciate it. AS: Right? It’s very humble but it’s all we can do. JJ: No, I appreciate that it’s your neck, it’s your neck. It’s your right. AS: Yes, right, so -- JJ: I appreciate that. Making it clear. AS: (laughs) Just in case, right. So when you [01:41:00] have difficulties with them, we ended up, we said, “Well, this is as far as -- we are taking the report. We are publishing.” JJ: And I appreciate it because this is my first research project so I got to learn how it goes. (inaudible) AS: Yes. Well, that’s how it really works and it really -- we had problems in the Dominican Republic because they, the same thing. They wanted the reports to 57 �be private and we said no way, no way. Because you are using us to get information from the people to trust us and the confidentiality and they are trusting you something that you don’t know what is the use of that. Then later on, we found out that we were doing this and that [01:42:00] the Heinz company that produces, that they were producing the tomatoes, ketchup -JJ: (overlapping dialogue; inaudible) -- AS: -- it’s wonderful. These are wonderful people, okay, but they have their own agenda. Therefore, you have to from the beginning, you have to be honest about it and straightforward. It’s public domain. It belongs to the people. Therefore, you are an academician, you are this and you are that but hey. I’m the property of the intellectual production of the people. JJ: Okay. Now, you said you went, you were looking into the Young Lords. AS: Right, Worcester. JJ: What got you into the Young Lords? I mean, how did you start? AS: Yes. Well, I [01:43:00] started organizing in Worcester. The Puerto Rican community was very close to the Clark University and Clark University like most urban American universities, they outgrow their main buildings and they outgrow and they keep on growing and then they displace the neighborhood around them. Usually, it’s poor people. And in this case, were Puerto Ricans they were displacing at Clark University. I organized the Puerto Rican community. It didn’t go well with Clark University (laughs) but I started organizing the Puerto Rican community. JJ: Was it a housing question at that time? Well, [01:44:00] it was displacement at 58 �that time. AS: Well, the university wanted to acquire some buildings and so on and -- JJ: And the community was fighting it? AS: -- and then the community was struggling to say not fighting it but struggling with the university to with a new concept of interaction because we feel that if you’re going to be talking about sociology, you don’t have to displace the people that you are teaching your students to study. I mean, this is ridiculous. We think. We think that if they, if Puerto Ricans were living among them, then the students can learn why are Puerto Ricans coming here? I mean this is migration, this is international law, this is all kinds and this is something that the students should be interested. Why are there Puerto Ricans still coming here and they get from the bus [01:45:00] and they can’t vote? The university should teach them and say something is going on because these are people who speak a different language and all that and they come in right away from the airport and they can’t vote. Hey, something going on, right? So I organized the Puerto Rican community and over there, I found some very wonderful organizers, women organizers. JJ: Who were some of the women organizers? AS: Lydia, Lydia Reyes. She and her husband, Edwin Reyes, Edwin Reyes. Edwin Reyes was, he still is, he is still organizing. He is the brother of Edwin Reyes and Edwin Reyes, there is a documentary [01:46:00] about him, a tremendous poet and organizer. He organized the people of Loíza. He was very, very well-known organizing effort in Loíza because the government went with tractors and really 59 �wiped out the whole community and their houses and everything because these were the, these were the -- oh, it was a, it was a village they built on the wrong how do you call that? JJ: You mean a company village? AS: Like a little (Spanish) [01:46:50] they organized. JJ: A (Spanish) [01:46:51]. (overlapping dialogue; inaudible) AS: They rescued the land and everything. JJ: Oh, yeah. [01:47:00] AS: Rescatadores they call it. JJ: Is that kind of set in -- AS: Settlers? You say? Settlers? JJ: Settlers, yeah. Homestead or something. Homestead. AS: Settlers? Yes. JJ: They settled that area. They took it from the people. AS: These were settlers of land that hadn’t been used for 50 or 60 years and there was a little community who settled there. JJ: They reclaimed the land, basically. AS: Yes. JJ: Okay. (inaudible) AS: They bulldozed, they bulldozed that area and so on so and Reyes was very famous of that area, yeah. JJ: (overlapping dialogue; inaudible) AS: So Edwin Reyes -- 60 �JJ: Squatters, they were squatters. AS: Oh. JJ: They were squatters in the land and then they came and bulldozed it and took them out. AS: We call it rescatadores. JJ: Rescatadores. AS: Which is better. (laughs) JJ: Rescatadores is better? It’s got a little ring to it. AS: Yeah, rescatadores, uh-huh. And so -- JJ: So Edwin Reyes was part of it and he -- AS: Yes. JJ: -- and he comes from -- AS: -- from [01:48:00] Worcester. Yes. And the children of Lydia were, eran Lords. JJ: Oh, they were? AS: Lords, eran Lords, Young Lords. JJ: Young Lords. So then (overlapping dialogue; inaudible) -- AS: They were, uh-huh, Young Lords. And -- JJ: And we got in and then we were connected or husband and wife? AS: Yes. They were husband and wife. JJ: Okay, so this was the Young Lords. AS: Then we were, we were then organizing and they were, when they came in, they really look like you, Cha Cha. JJ: Yeah. 61 �AS: These kids. (laughs) JJ: Like me? Yeah, no, (inaudible. AS: Yeah, and everything. JJ: (laughs) AS: They said, “Well,” in a meeting, they said -- JJ: (Spanish) [01:48:42] -- AS: They said, they said, “Well,” in the meeting, they said -- JJ: (Spanish) [01:48:42] -- AS: They said, in the first meeting we were having, I am there. I am really from the old school. [break in audio] And then when they see me and they see me, [01:49:00] “Is this your organizer?” (laughter) They see me with blue eyes and blond and all that and then they come here. But they were really, they were really about to take the whole world. And then I come over there and then they say, “Is that it? Is that it? Is she the one we’re going to talk to?” Yeah. (Spanish) [01:49:32]. Yeah. It’s, “Well --” “Well, I recommend the first thing we’re going to do is that we’re going to take over the building where your husband work. You want to do it?” “Let’s do it.” And he says, “Not so bad at all,” (laughs) and he said, “But we’re going to do it the way I say.” (laughs) So we started there the story, [01:50:00] the Young Lords. JJ: Did you take over the building? Did you take over -- AS: Oh, we took it over. Yes. JJ: This was a school building. AS: A school building. 62 �JJ: Oh, so you took over a school building? Okay. AS: Yeah. But -- JJ: You were taking the spirit of the Young Lords. AS: Oh, yes. JJ: (laughs) AS: We said, “Hey.” JJ: They were from Worcester, Worcester, Massachusetts. AS: Worcester, Massachusetts. You won’t believe the influence you had, you see? Because when one is in the struggle, one doesn’t, one cannot figure out one, how far -- JJ: But we were getting, we were getting influenced by the movimiento para independencia. AS: Para independencia, right. JJ: So we were getting influenced by each other. AS: By each other, right. JJ: So it was good. AS: But the tactics were very good because here in Puerto Rico, there are certain big no-nos that you don’t do. But Young Lords had no no-nos. (laughter) You see what I mean? They said no, no, no, no. And I said, “Well,” and I said, “Well, [01:51:00] we go halfway, okay?” Said, “We go halfway.” First, we’re going to do it this way. I love my husband. And nothing can happen to him. Do you understand? We understand each other. But he can take care of himself. He is 6’-something. I said, “No, no, no. I don’t want anything to happen to him, but I 63 �don’t want anything to happen to anybody here. That’s impossible.” He said, “No. We won’t go any farther unless we (inaudible).” And they say, “Whatever, we are -- nothing happens to anybody.” I’ll tell you what, and then they would come out. We have these, we have this structure and so on. And that’s how I learn -JJ: And that’s the spirit of the Young Lords. We’ve always done that. AS: That’s right. JJ: We never jumped on people. AS: That’s right. But you see, I will challenge them in public because if I don’t do that, then the other people won’t come with me. Then they would listen [01:52:00] to them, to the -- JJ: So you were doing an insider job. AS: Yes. JJ: (laughs) AS: Because this was very young kids, very young. But they had been trampled, they knew what discrimination was, they have been spitted up. They really knew what repression was about, you see? They really knew how the American system worked and they had the skills and hey had the know-how and they had the special, the special flavor for the other youngsters. For the other Puerto Rican youngsters that were coming. They were like the rich because I was very formal. (inaudible) Cha Cha, [01:53:00] you see? (laughs) And my husband was professor over there. I would come and tell him. I said, “Hey, we have to -- we’ll go up to here.” But I’m going to do that make them believe. You do the rest. 64 �Okay. But who knows? You never see my embrace, all of us. And then they would tell me, “You poor thing. You don’t know. I’ll teach you.” That these people do not really believe that all people are really equal. I would say, “These people are principled. These people in academia are principled. I’m going to prove it to you.” They would tell me, “I will prove it to you that they are not.” JJ: At the university? AS: This [01:54:00] struggle, this struggle, and it took over the building. It was like they said because we knew better, right? But it was like they said. But we still gave the universities a space to correct themselves, to rectify. Correct, I don’t know. That’s not the right word. To rectify. Because they said they didn’t discriminated against Black or Latinos but then they didn’t want to make any allowances in order to bring in and to open the enrollment. We call, it says, “Well, we have to have open enrollment. No way.” So each issue, they proved they were right. So and the [01:55:00] people, hey, the people said they know what they’re talking about. The university, they took over the building and the people were still inside and we would take food. Inside and all that and we put in the demands that they had to take more Latinos and Blacks and so on and we were against the Vietnam War and the right we had to protest. Everything. But what happens? They called the police, the whole thing, the whole bit. What happened? Even though my husband was the one that had published the most, an academically outstanding scholar and all that, they finish his contract. He had no tender. Then we would discuss this in the community and then the people, [01:56:00] the Young Lords would say, “(Spanish) [01:56:02 - 01:56:06].” 65 �(laughter) Say yeah, he’s going to be kicked out. Did we say so? Did we say that the university was so arrogant that they won’t allow for, they won’t allow for the enrollment to change it? They would have a, they didn’t change the admissions? It had to be straightforward by test? They didn’t even accept that test were biased against gender and poor. They didn’t accept that. They didn’t accept none [01:57:00] of those things. So this was, this was a real schooling about what really academia is about. And that this was a very wonderful experience for all of us. Still, we opened the university among the artists and so on. The university open and embrace the community but this were sectors within the university. The administration and all that -JJ: Remained the same. AS: -- bureaucracy, they remained the same. JJ: They did open some sectors, right? AS: We did open. The theater open to the and we made the, we organized the presentations and everything and the student really loved it and so on. So in Worcester, then we came to, we came to [01:58:00] the University of Illinois because my husband really think like Ivy school universities. Although he taught in Yale and he did like it. He did like the Ivy school -- JJ: The Ivy League, right. AS: -- the Ivy League schooling. JJ: Right. AS: So -- JJ: And you went to the University of Illinois. 66 �AS: We went to the University -- uh-huh, state university. JJ: Circle campus. AS: Circle campus. JJ: But you didn’t, you weren’t aware that that university had a, the Italian community and the Mexican community. AS: We were. JJ: You were aware? AS: We were aware, yes. JJ: Oh, okay. All right. AS: Yes, we were aware and we immediately started organizing the minute we went over there. JJ: So you hit the floor running -- AS: Yeah. (laughter) JJ: -- like they say about it. AS: Yes. JJ: So you were aware. That’s pretty great. (inaudible) AS: Uh-huh, right. JJ: A lot of people there, we were trying to make people aware of that -- AS: Yes. JJ: -- [01:59:00] and so that they learn, recognize. AS: Yes. JJ: But so he was teaching there? And what, he was teaching research studies or -? 67 �AS: He was geography and anthropology. JJ: Geography and -- AS: He had a PhD in geography and anthropology from Louisianna State University. JJ: But then you started working in the community, too, there, right? AS: Right, yes. JJ: As a Puerto Rican Socialist Party or no? AS: Well, we -- I found, yeah, I was one of the founding members -- JJ: In Chicago. AS: -- in Chicago. JJ: Connected to Puerto Rico? AS: Yes. Uh-huh, yes. JJ: Okay. Were you a member in Puerto Rico? Well, that’s -- AS: No because I was in Worcester. I was organizing in Worcester. JJ: But you decided to do the Socialist Party but this time, it wasn’t like your father’s or --? AS: Puerto Rican Socialist Party is -- JJ: Is different? AS: -- pro-independence. JJ: Is pro-independence. AS: Independence, yes. JJ: But was it similar to your father’s or no? AS: In terms of social justice, yes. JJ: Okay, but it wasn’t the same party, it wasn’t the same -- 68 �AS: No, no, not at all. JJ: So it was another party. AS: Yes. Uh-huh. JJ: Because I remember you had -- AS: The Puerto Rican Socialist Party [02:00:00] is a, the movimiento para independencia -- JJ: Oh, turn -- AS: -- decides, decides that it should become a -- JJ: A smaller bank area. AS: -- a Marxist/Leninist party. JJ: Right, at that time. At that time. AS: Then in 1970s, in 1971, it’s the Puerto Rican Socialist Party adopts -- JJ: So okay, so it wasn’t the movimiento para independencia first and then -- AS: Yes. JJ: -- in 1971. AS: Yes. Then the movimiento para independencia keeps on organizing. In 1959 in Puerto Rico. Then in the ‘70s, they start a -- they got influenced by the internationalist movement and then -- JJ: They become more Marxist/Leninist? AS: -- then yes. JJ: [02:01:00] Publicly, publicly. AS: Yes. That was -- JJ: Everyone was kind of reading those things at the same time. 69 �AS: Yes. (laughs) JJ: But publicly, they didn’t (overlapping dialogue; inaudible) -- AS: But publicly then they, yes, it becomes with the whole structure of the Marxist/Leninist party. And then -- JJ: But not, not, all of a sudden, but it was a little different because it was -- AS: Independent, we had independent -- JJ: The Young Lords came, the Young Lords looked at Mao Zedong or -- AS: Yes. JJ: -- and you were a little bit more what? AS: An independent. We had an independent -- JJ: An independent -- AS: -- international line. JJ: Independence (overlapping dialogue; inaudible) -- AS: Independent and not (inaudible), not Maoist and so on. JJ: I don’t remember the independent. Okay, so it was more, more -- AS: Yes, because the Cold Wars that in a colonial -- JJ: And actually, we became (overlapping dialogue; inaudible) -- AS: -- that in a colonial -- JJ: But we didn’t go that deep into it. AS: Yeah. JJ: Except our leaders. Some leaders that belonged to it. AS: Yeah, uh-huh. Yeah, no, the movimiento para independencia studied, [02:02:00] studied the -- 70 �JJ: We were more, we were more -- AS: -- movement and so on and MPI really visited the China and Vietnam and many other places as someone who was -- JJ: So they were more abroad than -- AS: It was studied and so on and that. Then on the ‘70s, and then it’s founded that -- JJ: Because everybody kind of divided in different ways and it was better to. Because MPI was better at (inaudible). Because it was abroad. It didn’t go everywhere. AS: Everywhere, yes. JJ: Whereas (inaudible) every time. AS: Because in Puerto Rico, it was decided it was the best because it was also an anti-colonial movement. Because we had to gain the independence of Puerto Rico. JJ: Well, that’s what we have now, it’s anti-colonial. AS: Yes. JJ: It’s anti-colonial (inaudible). AS: Yes, uh-huh and we are -- JJ: Not that I’m a (inaudible), I’m not (overlapping dialogue; inaudible). AS: Yeah. JJ: (laughs) AS: Yeah, [02:03:00] we got involved with the American Left because the American Left had, was influenced highly by a traditional Marxist/Leninist party and -- JJ: It was from the ‘30s kind of. It was like a fight against the ‘30s, wasn’t it, in some 71 �way. AS: Well, because they followed the line that liberation movement was anti-worker and that it was more important the workers’ movement versus the liberation movement. We thought that it was wrong first to put it that way that there was no such thing as one thing or the other because we did research and we did publish why [02:04:00] you would be in the best interest of workers, of Puerto Rican workers, to gain the political status first. JJ: Because what I remember is there was a lot of flags and stuff I remember. Red flags. Was it red flags or --? AS: Yeah. JJ: But they had a lot of rallies in Chicago at that time and that’s when we started working together. (overlapping dialogue; inaudible) to be closer to that because we just felt that anybody that was for independence was (inaudible) so we wanted to work with them there. AS: Well, what happened is because I came from the Young Lords -- JJ: (overlapping dialogue; inaudible) -- AS: -- in Worcester how -- JJ: -- (overlapping dialogue; inaudible) -- AS: -- it helped us a lot to understand what we were going through. JJ: Chicago was a new area for the Puerto Ricans. AS: Right. JJ: It was a new -- we weren’t -- we weren’t active as a people. That was the first -[02:05:00] we were in a gang before. You know what I mean? So we were just 72 �becoming activists and so the movement was small. We made less compared to the West Coast and East Coast. It grew, it grew -AS: But it’s important, it’s important because what you did in Chicago, you really had tremendous repercussions in Chicago. What happens is that the anti-liberation forces in the United States was always bringing in the wrong information because you don’t control the news communication system. So although there were many, there [02:06:00] were a lot of Americans who would support the anticolonial movement of Puerto Rico as a matter of principle, the news media was never able to project that. But the fact that you put in the, in your demands independence for Puerto Rico and you tie it in with the social justice for Puerto Ricans in the United States and the liberation of the Puerto Rican political prisoners, believe me, this was very, very important. It was so important that the Congress of the United States, Congress of the United States allotted 37 different lines in the budget to counteract it. [02:07:00] Imagine if it was important. JJ: Thirty-seven different lines. I didn’t look into that. That’s pretty good. AS: Yes, it’s pretty good, you see what I mean? JJ: (laughs) AS: Why is that? Why is that? Because this is very powerful. For Puerto Ricans in the United States to adopt the fact that part of their civil rights struggle is the liberation of their homeland, this is powerful and the United States government knows that. (laughs) So at any cost, they had to eliminate -- JJ: I don’t know if I should be content or worried (laughs) that they had 37 pieces of 73 �their budget. I don’t know if I should be happy or worried by that -AS: You should be happy and worried. JJ: (laughs) At the same time. [02:08:00] (laughter) AS: Happy and worried. But not worried but concerned, the fact that it’s -- you have to figure out that something is going on where there is so much struggle going on in Puerto Rico and nothing is mentioned. As a matter of fact -- JJ: I think it was because we were hanging out with Meca and we were -- AS: (laughter) Obama, as a matter of fact, even Obama, he let in all those people come over here. And the electoral process in the United States doesn’t get mentioned at all basically, you know? So it’s amazing. So this powerful formula when you people call for that, there were a lot of forces trying to interfere so [02:09:00] that you and our forces would not get together at all cost, Cha Cha, at all cost. They placed agents in, at the PSP headquarters, they placed agents, you name it. I mean, this was amazing. They killed one of our comrades, Cintrón, Cintrón Ortiz. Not only knew how but he -- JJ: What year was this? AS: -- was a professor at the University of Illinois, Rafael Cintrón Ortiz. What did the political forces and the police say when he was killed? They said, “Oh, this is a faction between the PSP. One that support struggles and the other one that doesn’t support struggles within the PSP.” Imagine how. [02:10:00] The American students don’t have an idea, Cha Cha. They don’t have idea that this things are going on. They just go to school and they go along with the books they assign to them and reading. But they don’t have, they don’t have access 74 �and these are public documents. You can read them. They can access it. They can go to the internet and access all these intelligence community politics. You’ll see those intelligence, the intelligence police other things. You read and they tell you this day is a Puerto Rican commemoration day. Everybody on the lookout, “Hey, you’re a student. You’re brilliant. You know what that means, right?” [02:11:00] (laughs) If you give to all the police departments a memo and they say Puerto Rican [break in audio] pro-independence holidays, “Hey, what’s that? Is that love? What’s that?” That has a meaning, you see what I mean? So Rafael Cintrón Ortiz was a very unitary figure and was giving on a volunteer basis and through the university and independent courses about the Puerto Rican family and importance of the Puerto Rican family to be able to decide the political status of Puerto Rico. He was finishing writing the thesis for New York University. I mean, and he was found [02:12:00] bound with an electric cable on his apartment. The director of the Latin American Studies program, when he didn’t show up, he went over there and found him with another colleague of his, found him dead there. The police, what was the police, Chicago police, saying? You perhaps are not aware of the Chicago police. Are you aware of how the Chicago police works? I’m going to tell you. JJ: A little bit, a little understanding. (laughs) AS: A little bit? I’ll tell you. We, Cha Cha, had to, we had to hide ourselves. We have to what it’s called sumergirse, how would you say that? We had to submerge? JJ: You went underground. 75 �AS: I mean, we had to because this was a guy who had been killed and then the police was saying -- JJ: You went underground in Chicago. You were not with the group. AS: Everywhere we went. JJ: I mean [02:13:00] you went underground. AS: We, yes. JJ: (overlapping dialogue; inaudible) -- AS: We have to sumergirno, we had to submerge, yes. JJ: The Young Lords went underground, too. AS: Yes, because it was impossible. We didn’t know what was going on and with this, with this announcement, radio announcements, of a sector of the PSP being for arms struggle and this was -- JJ: That they were treating you, asking people. AS: It was an inside, it was an inside job. The one was killing the other, you know? JJ: Yeah, right. Yeah, they were asking people with (overlapping dialogue; inaudible), yeah. AS: So this was -- JJ: So they were creating divisions (overlapping dialogue; inaudible) also like -- AS: Sure, claro. JJ: -- (overlapping dialogue; inaudible) between the Chicago Young Lords and the New York Young Lords. AS: Right, and they were successful. JJ: And the Panthers, the (overlapping dialogue; inaudible) -- 76 �AS: And the Panthers. JJ: -- Panthers and the New York Panthers. AS: Same tactic. JJ: Same tactic. AS: Same tactic. JJ: SDS was divided -- AS: Divided. JJ: The Yippies were divided. The Yippies were divided. AS: Divided, right. JJ: So they’d infiltrate [02:14:00] the housing. That was their tool. AS: Yeah. What happened then to us here? The same thing so -- JJ: So it wasn’t their intent to -- AS: Yes, right. Now, of course, one can always keep on organizing. What we did is we said, “Hey, we are going to,” when we found out what was happening, then we came and gave our statements and so on. But what happens is that the parents, Puerto Rican parents are very traditional. If something happens to you, they go to your mother. Your poor mother, what is she going to say? The mother of Rafael Cintrón Ortiz, they went to her and the poor, then they told her that he was homosexual. That then, that’s what happened. Then they changed. JJ: And (inaudible), and [02:15:00] that was a part of the discreditation campaign anyway. And that they were trying -- and that homosexuality is a -- it sounds like they’re being more concerned that they’re straight but they’re trying to find out ways to discredit and then gay was used. 77 �AS: Right. First it was like announced like a struggle between -- JJ: Two forces. AS: -- two forces between the PSP. But then -- JJ: But now they’re homosexual and maybe he’s into drugs or something else. AS: Then is that the, he was hanging around with the wrong crowd and this were a passion, a passion crime. Then the poor, the -- she accepted that she wasn’t going to do anything. She wasn’t going to do research. You know, let’s say that you haven’t done your papers and say, let’s say you haven’t written anything in your papers, all right? Well, then if your legal wife is the [02:16:00] one that decides for you. That’s why you should write down what, if anything happens to you, what you should do. You should give it to somebody that you trust and you should leave it in writing what to do. What happened with her? Since he didn’t write that down, he didn’t write anything down. So when the mother comes, she decided. She decided not to have any investigation because she was suffering so much and she accepted the version of the police. JJ: Right. We’re having the same, we had the same problem with Reverend I think it was Johnson, when he was murdered. The family, they respected the family. They didn’t want to do anything about it. They just wanted to forget about it and that was it. AS: That was it. JJ: Here, he was stabbed 17 times and his wife 9 times. He’s the [02:17:00] reverend of the United Methodist Church and so it’s a similar situation. AS: Similar, yes. 78 �JJ: Because other people were not political and don’t understand the repression, that’s what happened. AS: Do you have your written statement? JJ: (laughs) AS: Huh? JJ: (inaudible) I’m going to have to write it down. AS: Write it down because one has to write it down. I always say because -- JJ: We’ll we’re writing it down now. AS: -- with this experience, with this experience, believe me. Then later on, the police, they apprehended two kids: one adult and then a youngster. The adult, they said he was crazy and the youngster was a youngster. He could not testify. That’s how they dealt with a crime. You know Chicago police, right? That’s how they dealt with a crime. So it’s the repression [02:18:00] is there. JJ: So they still haven’t found out what happened to him. AS: No. Nothing but then -- JJ: They said they would throw sentences -- AS: -- with the adult, with the adult, he was crazy. JJ: They were saying he was crazy. AS: And the youngster were, he couldn’t testify. He was young and so -- JJ: What other forms of repression were they using at that time with movimiento para independencia of Puerto Rico? You said that they infiltrated, they infiltrated the -- AS: All kinds. Shootings through the Claridad, they went to Claridad, they bomb the newspaper Claridad and they went, the director Figeroa, Domingo Figeroa, who 79 �was there, he even had to defend himself and he was shooting at them and they put bombs under his car. I mean, all kinds of repression. They killed [02:19:00] other the leadership in the labor movement that were the, for independence. They bombed the, a little school, Montessori school we had for kids. I mean, they really went all out on a very, on a repression at all levels. They visited the work, workplace of militants of the movimiento para independencia y, and PSP and -JJ: Puerto Rican Socialist Party. AS: Sí, Puerto Rican Socialist Party and so on. We then embrace, the Puerto Rican Socialist Party [02:20:00] embraces the electoral and participates in the electoral process. We registered the top leadership that Juan Mari Brás will run as governor and so on. We did that in order to open up another, another space. It was really very confrontational and so but we were able to move to register the party and all that. It was a very, it was a very good experience and so on. But like the organizations, we had a lot of Cubans anti-revolutionary forces. Cuba said their name because the Department of [02:21:00] State that moves in Puerto Rico. The United States Department of State decides who gets visas, who comes in Puerto Rico. (laughs) JJ: They’re using immigration now as a tool. AS: So they have always used it. Then they, and then there were all of a sudden, in Puerto Rico were thousands and thousands and thousands of anti-revolutionary forces. At the same time that we were the organizing the MRCCS party and this was, it was a big confrontation. They had the, the Cuban forces had here very 80 �well organized, very well organized people. [02:22:00] With right wing to the -- I mean, they were the Alpha here, the Omega. I mean, they were here planting bombs and everything so it was a big, huge, big, big, big confrontation so -JJ: Bombs against the independence movement? AS: Well, they said there were, they were against communist takeover of Puerto Rico you could say. JJ: Even though they were Cuban and this was a Puerto Rican movement. AS: Yes, uh-huh. That they have come a long way here to embrace the American system and they weren’t going [02:23:00] to allow this to be independent. (laughs) So it’s, so they had to struggle a lot to come to a place where they would have United States citizenship. JJ: It’s interesting. The government is using displacement and they’re using manipulation and they’re using a lot of these things to destroy aggressive movement. Is that what they’re saying? Or -- AS: What happens is -- JJ: -- I don’t want to put words in your mouth. (laughs) AS: Yes. Uh-huh. No, you have a way of phrasing things very simple, straightforward and I go around, right. (laughter) Well, these are well-organized, right-wing Cuban forces who anyway really came here because they wanted the American dream and they wanted [02:24:00] the American citizenship. This is a country that has US citizenship and speaks Spanish. It allows them a privilege status which is the status Cubans have which is political. So the fact that they have this status of a people, a people looking for political freedom, they have a 81 �special status. That special status allows them to get welfare and work at the same time. That political status allows them to get scholarships and work at the same time. That political status brings a lot of benefits. That’s why they still want it. [02:25:00] They don’t want the economic status like other immigrants have; They want the -- then they are escaping a dictatorial regime that their life is at stake. Therefore, they’re given that privilege of political status but that privilege means a lot of money because if you are getting welfare, let’s say, for six years, a decent time. You’re taking (inaudible) aid and all those benefits at the same time, you can also work making a lot, making incomes and monies. It’s really very beneficial for that community so that’s why there are other communities fighting for that status, too. They [02:26:00] haven’t got it but they are still struggling to be. The American student is really up in the air. They don’t understand what’s going on. They think they are being very nice. Do you see what I mean? They feel that wow, we have all these Cubans still in here, we have all these Latinos except they don’t differentiate. (laughs) Do you see what I mean? They say, “Oh, wow, we have these Latinos who are living in all these scholarships. Wow.” They figure they are doing the right thing. But they don’t on the other hand what it is that they are doing. JJ: I just want to finish it up more or less but I want to make sure that we get this because you did some work with the Young Lords in Chicago [02:27:00] and you also, I didn’t go into Lincoln Park camp. But you also, before that, that did you go to some of the demonstrations? And also if you can talk a little bit about Westtown Concerned Citizens, the work that you told me earlier. Then which of it 82 �is ours? AS: Well, in Chicago, Chicago is a very, very, very exciting city in the United States and it’s really has brought about changes all over the world starting from the Haymarket. So that we admire Chicago long before we (laughs) went over there and we really celebrate the heroic stand of the eight hours. I don’t know why isn’t [02:28:00] studied more in Chicago because this was truly heroic stand and that the workers all over the world commemorate May 1st, Dia de Trabajador, and the United States have a way of putting things. I don’t understand it. El Dia de Trabajador, Workers’ Day, and then they come in and put Labor Day. JJ: Labor Day is the workers’ day, yeah. It changes. It changes. AS: It changes from workers’ day to Labor Day. (Spanish) [02:28:34], I said oh my God, this is amazing but they managed to do it. So when we went there, we organized the community. The first thing I did was to counteract the census [02:29:00] terminology. The United States Census classified Puerto Ricans as stock and when I saw that -- JJ: Stock? AS: Stock. In other words, when you would choose the denominations and then for Puerto Ricans, they had Puerto Rican stock and you could -- JJ: Oh, we’re stock? AS: Stock. JJ: Okay. AS: You can check this through the US Census and different forms they have and so on. So this was the first thing that stuck (laughter) when I went over there. 83 �Because we always studied the census because it gives you an idea, right? Of the census, what the population is and so on. So I got the form and immediately that I got this form, I said, “What? Jesus.” I thought Worcester [02:30:00] was backwards (laughs) but Chicago, that was -JJ: It was very bad. (inaudible) (laughs) -- AS: That was something else. So we developed there with other Puerto Ricans a first census, a first census. Yeah, I got involved with that and so on. From there, when we, we decided that we had to develop our own grassroots, communitybased grassroots organization of empowerment and we created the Westtown Concerned Citizens Coalition. Other organizations reach out which is for housing and so on. I founded many other organizations like the freedom [02:31:00] of the Nicaraguan people and El Salvador and solidarity with other Latin Americans. JJ: So you were part of that development or --? AS: Yes, uh-huh. We organize with the Chicanos, the Casa, la El Mandal General de Trabajadores with the undocumented workers. With Casa, with Julio Sano and so on. JJ: Julio Sano. AS: Yes, yes. So it was very, it was, it was very, very good organizing but we were not able to bring in the Young Lords as an organization. We didn’t understand what was happening. We were never able to understand it. There was (inaudible) and there was the uptown people’s clinic and law center and [02:32:00] obviously (inaudible) and so on. So we made the decision, perhaps it was the wrong decision, that we would, we only had resources for Westtown. 84 �We said, “Well, maybe we can just be effective here in Westtown and we should not organize.” All the other ones, we would give solidarity and so on. But it was so overwhelming in Chicago. It was so, and it was so difficult to organize in Chicago because it’s so segregated, Chicago. It was amazing. We had to fight the federal laws of housing. We were [02:33:00] involved in laws right and left, Cha Cha. This is something that community organizing, well, I think it’s a tactic also of sectors, of the right wing because they always [break in audio] us. Then they want to impose their federal guidelines so this was the problem for Puerto Ricans. Because they wanted to, they wanted to impose the laws that say, that might work for team. See? Then they want to approach those laws to us and they said, “You have to have Blacks.” Then there is me with blue eyes and then you know, next to me is [Landor?] who is more Black than Obama and he’s a Puerto Rican. Then [02:34:00] so these federal guidelines were very difficult for implementation. But it took a lot of energy for us to counteract and with the public housing. We charged them and they would discriminate and they would not take Puerto Ricans into public housing. It was a real big, huge mess to drain us out of a lot of energy. But we did march in your marches and in the whole thing, I was taking the park. We really said, “Well, we’re going to do something here. I want to do something.” But what happens is that we had a base that was a little bit more bourgeoisie would you say, [02:35:00] Cha Cha? JJ: A little more bourgeoisie? AS: Yeah. JJ: You got a page? 85 �AS: A base, our base. JJ: Our base was a little -- AS: We adopted some tactic (Spanish) [02:35:11] how we said. JJ: You’re saying Westtown Coalition or is it another coalition? AS: Westtown Coalition. JJ: Okay. AS: It said. JJ: It was a different, it was a different role. You did play a different role than me. AS: See, the -- yeah. This is good. So that space, they have it, they want it, let’s leave it out there. We’re going to do something else. JJ: No, that -- AS: That’s from me and we would complement each other. And that’s, we talked about it and we said what is the way we are going to do it? Do you see the building? I want to take it over. We are going to go with the proposal already how to rehab the building. You see, right? JJ: [02:36:00] Oh, I see what you’re saying. AS: You see? Then there was this building, it has like 40 units right there on Potomac and we took over this. We got architects, engineers, the whole bit, and thing and we got the people to do the planning. Then we said, then we went too far, he said. “This building we’re taking over. Will you give it to us or this going to be bloody?” “It’s going to be bloody.” He said, “Well, wow, give me a second.” I will use the word, Cha Cha, like you won’t believe it. I said, “Well, I just talked to Cha Cha,” and I hadn’t talked to you in years. (laughter) 86 �JJ: Threatening, threatening. AS: Just [02:37:00] talked to the Cha Cha people because I’m careful about that. I talked to the Cha Cha people and they said that the best way to really have this building is for us to own it. For us to own it, you cannot own it so that’s it. Then we will get the thing running and he took the building so that was -- JJ: That was [Antwon’s?], that was [Antwon’s?]. AS: It was -- no, it was this a question of force, of force. JJ: Okay. So it was a united front. AS: Of course. This environment, said hey -- JJ: It’s a united front. AS: So we agree in the same thing, we offer the same. They have to go in this extreme because in this neighborhood, the right is at this level. We’re going to try this. We cannot. [02:38:00] If we can get the building by just doing this minimum, that’s what we’ll do. But if we have to go to the extreme, we will do it, too. But if not, we’ll go up to this level. JJ: (inaudible) AS: And that’s it. JJ: (inaudible) if that was wrong, you know, got some skills from (inaudible). AS: Yeah, sure. JJ: So that was good, it was (inaudible) -- AS: Sure. Mm-hmm. That’s how we were able to get the Harold Washington and base and all that. JJ: Right, you’re a Harold Washington campaign, you’re, you guys wanted an office, 87 �the members had another office and we would main Puerto Rican culture and were organizing for Harold Washington at that time. Then we did the rally in Humboldt Park at that time. There were a bunch of others. We were right here in our focus together. AS: Yes, we do it. Right. JJ: In fact, our (inaudible), they would give out at Humboldt Park at breaking the chains which was probably PSP and the Young Lords together. So it was part of it -- AS: They change -- JJ: -- was Young Lords and part of it was PSP. [02:39:00] AS: PSP, that’s right. JJ: So that was great. We gave 45, 30,000 buttons. AS: It was -- JJ: There was 100,000 people. AS: Yes. It was very, very good. Very. JJ: Then we opened a lot of doors because of the fall. AS: That’s right. Yes, uh-huh. JJ: We (inaudible) Rudy Lozano was killed two days later. AS: Right. JJ: I won’t forget that. He was murdered two days later. AS: Cha Cha, it was, it was so powerful. JJ: (overlapping dialogue) two days later -- AS: Unity is very powerful. You can see how this, how these things are so powerful 88 �that when one is involved in it, one doesn’t notice it but it is powerful. This gave the base for the Obama because these are the same forces that were -JJ: They elected Obama later. AS: -- that was elected Obama later. JJ: They just (inaudible). Any final thoughts? [02:40:00] Any final thoughts? AS: I hope that the independentistas and the Puerto Rican Liberation Movement is able to embrace Puerto Ricans in the United States as one movement and that the American people would really join in solidarity and consider the independence of Puerto Rico is also a responsibility they have. Because when they invaded Puerto Rico in 1898, they came here with guns. They didn’t come. They didn’t come here with ballots. They came here [02:41:00] with guns. That has consequences. You have to correct your mistakes. I think this is an opportunity for the American people to embrace the Puerto Rican liberation forces in a movement that will benefit both the Puerto Ricans but also the American people because the American people are subsidizing their -- I’m trying to say this in the nicest way possible. The fraud, the corruption of Puerto Rican governments, [02:42:00] they are subsidizing with the taxes all those, all those frauds that are occurring in Puerto Rico because they are embracing the forces of the negative forces that want to continue dependency instead of an independent Puerto Rico. So I hope we are joined together in this beautiful movement of people to people for freedom. Thank you. JJ: Thank you. AS: Thank you, Cha Cha. 89 �JJ: No, no, thank you. AS: Muchas gracias. JJ: (Spanish) [02:42:45 - 02:42:49] -- (b-roll; no dialogue) [02:42:49 - 02:44:56] END OF VIDEO FILE 90 � https://digitalcollections.library.gvsu.edu/files/original/66065eb46de59a730b2c0d3fbeb611d5.mp4 95fff37b9575a9056f642f47c724314a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry America Sorrentini vídeo entrevista y biografía Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Puerto Rico--Autonomía y movimientos independentistas Chicago (Ill.)--Política y gobierno--1951- Puerto Rico--Política y gobierno Puertorriqueños--Vida social y costumbres Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_Sorrentini_America Title A name given to the resource America “Mecca” Sorrentini interview and transcript Creator An entity primarily responsible for making the resource Sorrentini, America Description An account of the resource America Sorrentini was born in Puerto Rico. She moved first to Boston and then to Chicago, arriving in the 1970s. Ms. Sorentini's parents were prominent organizers and activists in the struggle for Puerto Rican self-determination, working primarily in and around Santurce, Puerto Rico. Ms. Sorrentini, or “Mecca” as she is known, began her own community activism in Boston working on a variety of issues including housing. By the time Ms. Sorrentini arrived in Chicago she was already aware of the work of the Young Lords and remained in solid contact with the Young Lords. She, and the Chicago Puerto Rican Socialist Party, assisted with the Jiménez aldermanic campaign and later the Harold Washington campaign. When the Young Lords celebrated their official founding date, which is September 23rd the same day as the Grito de Lares or Puerto Rican Independence Day, they selected Ms. Sorrentini to be their keynote speaker. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Social justice Community activists--Illinois--Chicago Puerto Rico--Autonomy and independence movements Chicago (Ill.)--Politics and government--1951- Puerto Rico--Politics and government Puerto Ricans--Social life and customs 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 2012-05-11 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/42d84774e61585679a95a167fcc60476.pdf b29bbb1aa0fc90dd08707fef391ddfec PDF Text Text THE FIRST PEOPLES INTERNATIONAL INDIAN FAIR AND TRADE EXPOSITION POW WOW LOCATION/REGISTRATION DATES 2nd ANNUAL FIRST PEOPLES CONTEST POW WOW JUNE 8, 9, AND 10, 1990 CAMP ROTARY PARK International Dancers and Drummers - Team Dancers Jingle and Grass Dancers Categories 29 Mile Road - east of Van Dyke - Ray Township North of Detroit **** NO ALCOHOLIC BEVERAGES OR DRUGS PERMITTED ON THE GROUNDS CASH PRIZES AWARDED ALL CATEGORIES **** CALL (313) 756-1350 for Camping Details GRAND ENTRY: Saturday 1:00 p.m. & 7:00 p.m. Sunday: 1:00 p.m. No exceptions - Point System will be used. HOST DRUM: Blue Lake Singers Head Man Dancer: Dennis Shanaqit Head Woman Dancer: Kathy Gibson Head Veteran: Truman White MC: Thurman Bear Head Judge: Allard Teeple Head Judge: Bucko Teeple Arena Director: Bud White Eye Contact: Patrick Naganashe 543-8037 DANCE REGISTRATION: Opens on Friday, June 8th at 6:00 p.m. and closes June 9th at 12:30 p.m. DONATIONS: Pre-Sale Tickets $5.00 Adults - $2.00 Seniors $1.00 youths 6 • 12 POW WOW CALLS ONLY POW WOW CHAIRMAN: Patrick Naganashe Gate Prices: $6.00 adults- $3.00 Seniors & & $2.00 youths 6 • 12 WEEKEND PASSES: $8.00 TRADERS Traders Registration Deadline: June 1, 1990 Cheryl Borton· Trader Chairperson@ (313) 773-7148 Native American Indian Traders ONLY • Indian Food Booths SPECIAL EVENTS 5-K RUN (Keep Ahead of the Wind) HORSESHOE TOURNAMENT.. PRINCESS PAGEANT•. ARCHERY TOURNAMENT .. LACROSSE THROW .. ELDERS LEGENDS AND CHILDREN'S GAMES .. MICHIGAN WILDLIFE DISPLAY GATES OPEN AT 9:00 a.m. TO PUBLIC - SATURDAY· SUNDAY FOR FURTHER INFORMATION CALL "Camp Rowy . 3 Mile• Southeastern Michigan Indians, Inc. in Warren, Michigan Supported by N East ol Van Dykl ~-......__*-t(313) 756-1350 or 756-1351 PUBLIC WELCOME Supported by: ~~~L 4'[0 q~~~~ ~ c~~~ a------1 1'-~N'S M-59 20 l.fde Rd Camp Rotary PROCEEDS s TO CHARITY � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 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. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_first-peoples-international-indian-fair_1990-06 Title A name given to the resource The First Peoples International Indian Fair and Trade Exposition, June 1990 Date A point or period of time associated with an event in the lifecycle of the resource 1990-06 Description An account of the resource The First Peoples International Indian Fair and Trade Exposition flyer, Ray Township MI, June 8-10, 1990, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource South Eastern Michigan Indians Inc. Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/64ddb15ef1c6cc18e75693dac545346f.pdf c15540189c71ae859312ff64f800ad57 PDF Text Text South Middle School presents The Michigan Indian Day Social Saturday September 29, 1990. g ~ ~ cv ..: ; j ~outh Middle School umpter Rd. outh Middle School Gym · Owens St. Belleville open at noon .grand entry at 1:00 p.m. w DANCERS AND TRADERS INVITED OPEN DRUM POW WOW non competitive dancing traveltime compensation 697-2660 mornings sample traditional Indian food free corn soup and frybread OPEN TO THE PUBLIC . . ADULT ADMISSION $1.50 STUDENTS $ .75 � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 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. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_michigan-indian-day-social_1990-09 Title A name given to the resource The Michigan Indian Day Social, September 1990 Date A point or period of time associated with an event in the lifecycle of the resource 1990-09 Description An account of the resource The Michigan Indian Day Social flyer, Belleville MI, September 29, 1990, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource South Middle School Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/3de46e0f031983cc0eb2bd11ab4e1f2e.pdf f6cc9cd3dd9358865e6f1e91180d9cba PDF Text Text ❖ SE~CC SOUTHEAST MICHIGAN CENSUS COUNCIL 2000 Census Population Counts by Race/Ethnicity and Age in Southeast Michigan April 2001 �2000 Census Population Counts by Race/Ethnicity and Age in Southeast Michigan The tables presented in this report have been prepared from the 2000 Census PL94-171 Redistricting file. Several points should be noted: and Some Other Race. Approximately two percent of southeast Michigan residents marked more than one category. For more information on the way race and Hispanic Origin information was collected in the 2000 census, access the internet at <http://www.census.gov/ population/www/cen2000/brief. html> to see the Census Brief, Overview of Race and Hispanic Origin (C2KBR/01- Geography. The geographic units presented here are those used by the Southeast Michigan Council of Governments (SEMCOG) in its planning work. (Genesee County is not part of the SEMCOG region; the same principles for geographic units apply.) The major difference from census reports is that, in cases where townships include villages, the village data have been subtracted from the township. Thus, the complete list of cities, townships, and villages adds to the totals for each county. In standard census presentations, data presented for townships include the villages. 1). In this report, the overall percentage of Black, Asian, and . Hispanic population in each geographic area includes all persons marking that category, regardless of whether they also marked another race category (including Some Other Race). Undercount Adjustment. In February, 2000, the Census Bureau's Executive Steering Committee for Adjustment Policy (ESCAP) recommend that the 2000 census not be adjusted for undercount at this time. The ESCAP report can be downloaded from <www.census.gov>. As of this date, it is unknown whether adjusted population counts will be released at a later date. Exceptions are made for the following: Novi township is not separated from the city of Novi Unincorporated Southfield township population is added to Beverly Hills The portion of the city of Richmond located in Casco township is not shown separately. Race/Ethnicity. The standard for collection of race data has been changed significantly since 1990. Census respondents were asked to mark one or more categories among a list of six. These are White, Black or African American, American Indian or Alaskan Native (AIAN), Asian, Native Hawaiian or Other Pacific Islander (NHOPI), i �I Officers and Board Southeast Michigan Census Council President: The Southeast Michigan Census Council (SEMCC) is a non-profit (501(c)3) organization whose mission is to promote access to and use of demographic and related statistics in southeast Michigan. Membership is open to any interested party residing in the state of Michigan. Marlys Vickers, Oakland County Planning and Economic Development Vice-President: Kurt R. Metzger. Center for Urban Studies, Wayne State University For more information, see the SEMCC web site at <www.semcc.org>. Secretary: Ronald Ropke, United Way Community Services This report was prepared by Kurt Metzger and Patricia Becker. Treasurer: Gary Petroni, Southeastern Michigan Health Association Board Members at Large: Amy Juntunen, SPEC Associates Sally Lawler, School of Social Work, University of Michigan Ellen McCarthy, Michigan Department of Civil Rights Frank Nagy, Monroe County Planning James Rogers, Southeast Michigan Council of Governments Executive Director: Patricia C. Becker To Contact SEMCC 28300 Franklin Road, Southfield, Ml 48034 248/354-6520 FAX 248/354-6645 info@semcc.org www.semcc.org ii �~ i.e . • -- --- 4 ~ -'""'-2000 Census Population Counts: Summary by County Livingston County Total Population 1990 2000 Percent change Macomb County Monroe County Oakland County St. Clair County Washtenaw County Wayne County Detroit 115,645 156,951 36% 717,400 788,149 10% 133,600 145,945 9% 1,083,592 1,194,156 10% 145,607 164,235 13% 282,937 322,895 14% 2,111,687 2,061,162 -2% 1,027,974 951,270 -7% 1% 1% 1% 3% 3% 2% 2% 1% 2% 11% 5% 2% 3% 1% 2% 13% 7% 3% 43% 2% 4% 83% 1% 5% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 155,288 152,439 722 682 896 503 774,201 730,270 21,326 2,478 16,843 3,106 144,034 139,264 2,766 405 679 907 1,171,945 988,194 120,720 3,270 49,402 10,064 161,976 155,962 3,451 829 650 1,052 314,602 249,916 39,697 1,161 20,338 3,364 2,009,893 1,065,607 868,992 7,627 35,141 32,020 929,229 116,599 775,772 3,140 9,268 24,199 Two-Six Categories Checked White and Black Other combination 1,663 132 1,531 13,948 2,003 11,945 1,911 425 1,486 22,211 3,564 18,647 2,259 570 1,689 8,293 1,988 6,305 51,269 7,833 43,436 22,041 4,532 17,509 45,125 111,826 29% 189,784 598,365 24% 39,993 105,952 27% 300,760 893,396 25% 43,971 120,264 27% 71,288 251,607 22% 577,680 1,483,482 28% 295,709 655,561 31% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under 18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories are marked as well. Prepared by the Southeast Michigan Census Council; source: 2000 Census PL94-171 Redistricting File County Summary, page 1 �I 2000 Census Population Counts: Summary by County Wayne Co. outside Detroit Total Population 1990 2000 Percent change Two-Six Categories Checked White and Black Other combination Population by Age Under18 18 and older Percent under 18 ~ Genesee County Lapeer County 1,083,713 1,109,892 2% 4,590,468 4,833,493 5% 430,459 436,141 1% 74,768 87,904 18% 8% 2% 3% 23% 3% 3% 21% 1% 2% 1% 1% 3% 1,080,664 949,008 93,220 4,487 25,873 7,821 4,731,939 3,481,652 1,057,674 16,452 123,949 51,016 426,622 328,350 88,843 2,414 3,515 3,408 86,888 84,541 720 337 339 943 29,228 3,301 25,927 101,554 16,515 85,039 9,519 2,193 7,326 1,016 85 931 281,971 827,921 25% 1,268,601 3,564,892 26% 119,601 316,540 27% 24,601 63,303 28% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race SEMCOG Region Lenawee County Detroit CMSA 91,476 5,187,171 98,890 5,456,428 8% 5% 3% 1% 7% 22% 3% 3% 97,417 5,342,866 91,484 3,986,027 2,094 1,149,331 19,611 408 450 128,253 2,974 58,341 1,473 317 1,156 113,562 19,110 94,452 25,658 1,438,461 73,232 4,017,967 26% 26% *Includes a\l persons marking this category, regardless of whether other categories are marked as well. --- Prepared by the Southeast Michigan Census Council; source: 2000 Censu~ ~L94-171 _Redistricting f::ile - -~· ,___. ~ ~ ~ ntv arv!l@_jif"" 2 ,. �Livingston County CONWAY DEERFIELD COHOCTAH Fowle~ HOWELL TYRONE OCEOLA HARTLAND GENOA BRIGHTON HANDY LL /OSCO UNADILLA MARION PUTNAM Pinckney HAMBURG GREEN OAK �2000 Census Population Counts Livingston County Total Population 1990 2000 Percent change Brighton Brighton twp. Cohoctah twp. Conway twp. Deerfield twp. Fowlerville Genoa twp. Green Oak twp. 115,645 156,951 36% 5,686 6,701 18% 14,815 17,673 19% 2,693 3,394 26% 1,818 2,732 50% 3,000 4,087 36% 2,648 2,972 12% 10,820 15,901 47% 11,604 15,618 35% 1% 1% 1% 0% 2% 1% 1% 1% 1% 0% 0% 1% 0% 0% 1% 0% 0% 1% 0% 0% 2% 0% 1% 1% 2% 1% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 155,288 152,439 722 682 896 503 6,639 6,474 23 28 88 26 17,530 17,194 76 52 146 55 3,366 3,323 2 16 9 13 2,687 2,622 7 39 4 15 4,047 4,017 0 21 5 4 2,928 2,862 5 40 9 11 15,719 15,472 30 67 113 35 15,412 14,981 247 73 77 32 Two-Six Categories Checked White and Black Other combination 1,663 132 1,531 62 4 58 143 13 130 28 0 45 3 28 42 40 2 38 44 1 43 182 18 164 206 29 177 45,125 111,826 29% 1,451 5,250 22% 5,307 12,366 30% 985 2,409 29% 855 1,877 31% 1,220 2,867 30% 882 2,090 30% 4,323 11,578 27% 4,564 11,054 29% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Livingston County, page 1 �2000 Census Population Counts Livingston County Total Population 1990 2000 Percent change Hamburg twp. Handy twp. Hartland twp. Howell Howell twp. Iosco twp. Marion twp. Oceola twp. 115,645 156,951 36% 13,083 20,627 58% 2,840 4,032 42% 6,860 10,996 60% 8,184 9,232 13% 4,298 5,679 32% 1,567 3,039 94% 4,918 6,757 37% 4,825 8,362 73% 1% 1% 1% 1% 1% 1% 0% 0% 1% 0% 1% 1% 0% 1% 2% 0% 0% 1% 0% 1% 4% 0% 1% 1% 0% 1% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 155,288 152,439 722 682 896 503 20,458 20,054 211 57 90 40 3,993 3,935 8 28 15 7 10,901 10,769 30 33 41 28 9,143 8,860 29 56 114 67 5,610 5,551 10 17 14 17 3,005 2,882 2 15 18 88 6,664 6,607 2 28 18 8 8,244 8,121 10 39 53 19 Two-Six Categories Checked White and Black Other combination 1,663 132 1,531 169 14 155 39 4 35 95 13 82 89 8 81 69 4 65 34 0 34 93 2 91 118 3 115 45,125 111,826 29% 6,107 14,520 30% 1,285 2,747 32% 3,340 7,656 30% 2,228 7,004 24% 1,588 4,091 28% 990 2,049 33% 1,978 4,779 29% 2,681 5,681 32% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Livingston County, page 2 �2000 Census Population Counts Livingston County Total Population 1990 2000 Percent change Pinckney Putnam twp. Tyrone twp. Unadilla twp. 115,645 156,951 36% 1,603 2,141 34% 4,580 5,359 17% 6,854 8,459 23% 2,949 3,190 8% 1% 1% 1% 0% 1% 1% 0% 1% 1% 0% 1% 1% 1% 0% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 155,288 152,439 722 682 896 503 2,115 2,094 3 7 3 8 5,296 5,242 10 18 15 7 8,386 8,274 5 34 52 21 3,145 3,105 12 14 12 2 Two-Six Categories Checked White and Black Other combination 1,663 132 1,531 26 3 23 63 1 62 73 4 69 45 6 39 45,125 111,826 29% 701 1,440 33% 1,380 2,432 828 3,979 6,027 2,362 26% 29% 26% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under 18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Livingston County, page 3 �Macomb County ARMADA BRUCE Arma~ RICHMOND Bl WASHINGTON SHELBY UT STERLING HEIGHTS WARREN CE~LINE RAY MACOMB LENOX CHESTERFIELD �.. .. - ·--- 2000 Census Population Counts Macomb County Total Population 1990 2000 Percent change Armada twp. Armada Centerline Bruce twp. Chesterfield twp. Clinton twp. Eastpointe Fraser 717,400 788,149 10% 2,943 3,673 25% 1,548 1,573 2% 6,012 8,158 36% 9,026 8,531 -5% 25,905 37,405 44% 85,866 95,648 11% 35,283 34,077 -3% 13,899 15,297 10% 3% 3% 2% 0% 0% 2% 0% 0% 2% 2% 1% 2% 4% 1% 2% 4% 1% 3% 5% 2% 2% 5% 1% 1% 1% 1% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 774,201 730,270 21,326 2,478 16,843 3,106 3,637 3,607 3 6 4 17 1,555 1,537 3 9 2 3 8,071 7,822 146 30 33 35 8,397 8,004 264 21 86 22 36,821 34,948 1,110 149 284 324 93,898 87,151 4,461 276 1,605 391 33,530 31,395 1,601 143 296 93 15,142 14,787 139 40 142 32 Two-Six Categories Checked White and Black Other combination 13,948 2,003 11,945 36 1 35 18 0 18 87 13 74 134 41 93 584 154 430 1,750 357 1,393 547 109 438 155 31 124 189,784 598,365 24% 1,063 2,610 29% 459 1,114 29% 2,371 5,787 29% 1,856 6,675 22% 11,150 26,255 30% 21,382 74,266 22% 8,333 25,744 24% 3,705 11,592 24% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under 18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Macomb County, page 1 �2000 Census Population Counts Macomb County Total Population 1990 2000 Percent change Grosse Pointe Shores (pt) Harrison twp. Macomb twp. Lenox twp. Memphis (pt.) Mt. Clemens New Baltimore New Haven 717,400 788,149 10% 105 80 -24% 24,685 24,461 -1% 3,069 5,362 75% 22,714 50,478 122% 896 807 -10% 18,405 17,312 -6% 5,798 7,405 28% 2,331 3,071 32% 3% 3% 2% 1% 8% 0% 3% 1% 1% 18% 1% 3% 1% 2% 1% 1% 1% 0% 21% 1% 2% 1% 1% 1% 22% 0% 4% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 774,201 730,270 21,326 2,478 16,843 3,106 80 71 1 2 6 0 24,081 23,123 604 94 141 109 5,263 4,363 813 40 19 27 49,913 48,518 426 95 713 157 798 788 1 3 6 0 16,863 13,121 3,395 127 85 132 7,311 7,175 39 27 35 34 2,936 2,299 582 22 3 30 Two-Six Categories Checked White and Black Other combination 13,948 2,003 11,945 0 0 0 380 65 315 99 16 83 565 79 486 9 0 9 449 163 286 94 13 81 135 60 75 189,784 598,365 24% 5 75 6% 5,352 19,109 22% 1,100 4,262 21% 15,256 35,222 30% 208 599 26% 3,737 13,575 22% 1,884 5,521 25% 991 2,080 32% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Macomb County, page 2 �7'1111!1) ,a 2000 Census Population Counts Macomb County Total Population 1990 2000 Percent change Ray twp. Richmond Richmond twp. Romeo Roseville St. Clair Shores Shelby Twp. Sterling Heights 717,400 788,149 10% 3,230 3,740 16% 4,141 4,896 18% 2,528 3,416 35% 3,520 3,721 6% 51,412 48,129 -6% 68,107 63,096 -7% 48,655 65,159 34% 117,810 124,471 6% 3% 3% 2% 0% 1% 1% 1% 1% 5% 1% 1% 1% 5% 1% 3% 3% 2% 2% 1% 1% 1% 1% 2% 2% 2% 5% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 774,201 730,270 21,326 2,478 16,843 3,106 3,705 3,657 6 11 14 17 4,839 4,672 12 15 40 91 3,369 3,311 33 13 6 6 3,660 3,448 162 6 15 25 47,375 44,968 1,252 201 785 154 62,401 61,135 435 175 531 111 64,258 61,870 553 158 1,374 291 121,359 112,899 1,614 260 6,123 418 Two-Six Categories Checked White and Black Other combination 13,948 2,003 11,945 35 3 32 57 9 48 47 1 46 61 26 35 754 140 614 695 61 634 901 67 834 3,112 168 2,944 189,784 598,365 24% 963 2,777 26% 1,186 3,710 24% 958 2,458 28% 971 2,750 26% 11,137 36,992 23% 12,740 50,356 20% 16,219 48,940 25% 29,965 94,506 24% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Macomb County, page 3 �--~----- ......... - ________. __ 2000 Census Population Counts Macomb County Warren Utica Washington twp. Total Population 1990 2000 Percent change 717,400 788,149 10% 5,081 4,577 -10% 144,864 138,247 -5% 13,087 19,080 46% 3% 3% 2% 1% 3% 2% 3% 4% 1% 1% 1% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 774,201 730,270 21,326 2,478 16,843 3,106 4,502 4,292 42 17 117 34 135,168 126,205 3,697 494 4,275 467 18,929 18,552 94 50 118 111 Two-Six Categories Checked White and Black Other combination 13,948 2,003 11,945 75 8 67 3,079 408 2,671 151 36 115 189,784 598,365 24% 961 3,616 21% 31,723 106,524 23% 5,080 14,000 27% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under 18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Macomb County, page 4 �. Monroe County S. Rockwood MILAN LONDON EXETER @rteton ASH ybee tJ FRENCHTOWN DUNDEE ~ e e RAISINVILLE PET~BUAG SUMMERFIELD WHITEFORD FRENCHTOWN /DA BEDFORD ERIE �2000 Census Population Counts Monroe County Total Population 1990 2000 Percent change Bedford twp. Ash twp. Berlin twp. Carleton Dundee Dundee twp. Erie twp. Estral Beach 133,600 145,945 9% 4,710 5,048 7% 23,748 28,606 20% 4,635 5,154 11% 2,770 2,562 -8% 2,712 2,819 4% 2,664 3,522 32% 4,492 4,850 8% 430 486 13% 2% 1% 2% 1% 1% 2% 0% 1% 2% 1% 0% 1% 0% 0% 2% 1% 1% 1% 1% 0% 1% 1% 1% 4% 1% 0% 3% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 144,034 139,264 2,766 405 679 907 4,975 4,910 23 13 11 17 28,344 27,907 114 2,504 2,478 1 11 6 8 2,795 2,760 8 8 19 3,472 3,413 23 14 14 8 4,780 4,623 49 147 118 5,105 5,019 25 19 4 37 10 69 461 452 6 1 0 2 Two-Six Categories Checked White and Black Other combination 1,911 425 1,486 73 8 65 262 26 236 49 5 44 58 6 52 24 5 19 50 17 33 70 5 65 25 0 25 39,993 105,952 27% 1,366 3,682 27% 8,028 20,578 28% 1,380 3,774 27% 728 1,834 28% 769 2,050 27% 1,017 2,505 29% 1,312 3,538 27% 122 364 25% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 56 0 29 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Monroe County, page 1 �2000 Census Population Counts Monroe County Exeter twp. Frenchtown Ida twp. LaSalle London twp. twp. Luna Pier Milan Maybee twp. twp. Total Population 1990 2000 Percent change 133,600 145,945 9% 2,753 3,222 17% 18,210 20,777 14% 4,554 4,949 9% 4,985 5,001 0% 2,915 3,024 4% 1,507 1,483 -2% 500 505 1% 1,659 1,670 1% 2% 1% 2% 7% 0% 1% 2% 1% 2% 0% 0% 1% 0% 0% 2% 14% 0% 1% 0% 0% 3% 0% 0% 2% 1% 0% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 144,034 139,264 2,766 405 679 907 3,189 2,925 227 11 14 12 20,468 19,845 331 85 110 94 4,924 4,874 8 10 25 4,964 4,899 18 20 13 14 2,980 2,569 391 13 1 6 1,448 1,416 3 15 0 14 503 497 2 0 0 3 1,659 1,640 6 6 1 6 Two-Six Categories Checked White and Black Other combination 1,911 425 1,486 33 16 17 309 47 262 25 6 19 37 3 34 44 11 33 35 0 35 2 0 2 11 3 8 39,993 105,952 27% 876 2,346 27% 5,714 15,063 28% 1,458 3,491 29% 1,272 3,729 25% 895 2,129 30% 433 1,050 29% 157 348 31% 417 1,253 25% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 7 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Monroe County, page 2 �2000 Census Population Counts Monroe County Total Population 1990 2000 Percent change Milan (pt.) Monroe Monroe twp. Petersburg Raisinville South Summerfielc Whiteford Rockwood twp. twp. twp. 74% 22,902 22,076 -4% 11,909 13,491 13% 1,201 1,157 -4% 4,634 4,896 6% 1,221 1,284 5% 3,076 3,233 5% 4,433 4,420 0% 2% 1% 2% 3% 1% 3% 6% 1% 3% 2% 1% 2% 1% 1% 1% 1% 0% 1% 1% 0% 1% 0% 0% 3% 2% 0% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 144,034 139,264 2,766 405 679 907 1,681 1,614 34 4 8 21 21,622 20,060 1,120 53 186 199 13,303 12,807 252 25 111 107 1,134 1,120 4 5 1 4 4,854 4,795 24 8 12 15 1,261 1,253 3 3 1 1 3,226 3,171 8 3 2 42 4,382 4,217 87 3 9 66 Two-Six Categories Checked White and Black Other combination 1,911 425 1,486 29 13 16 454 160 294 188 66 122 23 3 20 42 3 39 23 5 18 7 2 5 38 15 23 39,993 105,952 27% 538 1,172 31% 5,941 16,135 27% 3,537 9,954 26% 353 804 31% 1,301 3,595 27% 342 942 27% 878 2,355 27% 1,159 3,261 26% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 133,600 145,945 9% 980 1,710 - *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Monroe County, page 3 �Oakland County Leon§ tonvllle I HOLLY GROVELAND I I BRANDON I OXFORD ADDISON 0~ Lakec® I ROSE SPRINGFIELD I I INDEPENDENCE ORION I I I I I OAKLAND cfilLARKSTON I HIGHLAND 8 MILFORD WHITE LAKE 1 WATERFORD \. Im:~~~ - I I I rd I I COMMERCE I oRcild,m , la<r: •----"""-- r . - - k.- ---r I I I I ROC ROCHESTER HILLS TROY WEST BLOOMFIELD LAKE Fra~ LYON I TH LYON I NOVI ~ I FARMINGTON HILLS I --- -- ~ h I HU~TINGT~N 'la)S. - . ····-LPARK �__,, _ _ _ _ _ _ ,i _ _ _i _ _ _ _ _ _ ., .. - . . 2000 Census Population Counts Oakland County Total Population 1990 2000 Percent change Addison twp. Auburn Hills Berkley Beverly Hills Bingham Farms Birmingham Bloomfield Bloomfield twp. Hills 1,083,592 1,194,156 10% 4,785 6,107 28% 17,076 19,837 16% 16,960 15,531 -8% 10,628 10,463 -2% 1,001 1,030 3% 19,997 19,291 -4% 42,473 43,023 1% 4,288 3,940 -8% 11% 5% 2% 1% 0% 2% 14% 7% 4% 1% 1% 1% 3% 2% 1% 6% 2% 0% 1% 2% 1% 5% 7% 1% 2% 7% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 1,171,945 988,194 120,720 3,270 49,402 10,064 6,046 5,939 56 20 13 17 19,320 15,061 2,623 64 1,255 309 15,293 14,923 108 38 160 62 10,312 9,753 318 16 193 30 1,015 942 56 0 15 2 19,081 18,545 175 28 290 36 42,547 37,732 1,849 35 2,783 125 3,911 3,573 65 4 259 10 Two-Six Categories Checked White and Black Other combination 22,211 3,564 18,647 61 7 54 517 107 410 238 30 208 151 22 129 15 1 14 210 28 182 476 59 417 29 1 28 300,760 893,396 25% 1,793 4,314 4,051 15,786 3,542 11,989 2,570 7,893 29% 20% 23% 25% 164 866 16% 4,094 15,197 21% 10,242 32,781 24% 775 3,165 20% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Oakland County, page 1 �2000 Census Population Counts Oakland County Total Population 1990 2000 Percent change Brandon twp. Clawson Commerce Farmington Farmington Hills twp. Ferndale Franklin Groveland twp. 1,083,592 1,194,156 10% 10,799 13,230 23% 13,874 12,732 -8% 22,228 30,349 37% 10,132 10,423 3% 74,652 82,111 10% 25,084 22,105 -12% 2,626 2,937 12% 4,705 6,150 31% 11% 5% 2% 1% 1% 2% 1% 2% 1% 1% 2% 1% 3% 10% 1% 7% 8% 1% 4% 2% 2% 5% 4% 1% 1% 1% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 1,171,945 988,194 120,720 3,270 49,402 10,064 13,086 12,900 58 28 47 51 12,580 12,235 102 43 168 32 30,056 29,310 157 61 428 99 10,315 8,929 285 19 1,051 29 80,527 68,107 5,699 142 6,188 376 21,534 20,218 757 121 292 141 2,904 2,637 149 3 105 10 6,079 5,947 52 19 33 28 Two-Six Categories Checked White and Black Other combination 22,211 3,564 18,647 144 25 119 152 18 134 293 30 263 108 9 99 1,584 216 1,368 571 129 442 33 5 28 71 7 64 300,760 893,396 25% 4,025 9,205 30% 2,621 10,111 21% 9,118 21,231 30% 2,088 8,335 20% 18,942 63,169 23% 4,504 17,601 20% 830 2,107 28% 1,699 4,451 28% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Oakland County, page 2 �-~- ... - - --I -- ... - ..; ... __, 1111111 . ., .. ., .. ... 2000 Census Population Counts Oakland County Total Population 1990 2000 Percent change Hazel Park Highland twp. Holly Holly twp. Huntington Woods lndependence twp. Keego Harbor Lake Angelus 1,083,592 1,194,156 10% 20,051 18,963 -5% 17,941 19,169 7% 3,257 3,902 20% 5,595 6,135 10% 6,419 6,151 -4% 24,722 32,581 32% 2,932 2,769 -6% 328 326 -1% 11% 5% 2% 2% 2% 2% 0% 1% 1% 3% 1% 3% 2% 1% 3% 1% 2% 1% 1% 2% 3% 1% 2% 4% 1% 3% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 1,171,945 988,194 120,720 3,270 49,402 10,064 18,312 17,374 308 170 344 112 18,944 18,675 58 89 71 48 3,851 3,649 142 19 17 21 6,031 5,837 79 27 25 62 6,112 5,964 42 3 87 16 32,176 31,226 274 79 396 198 2,718 2,605 17 32 29 35 326 314 3 0 9 0 Two-Six Categories Checked White and Black Other combination 22,211 3,564 18,647 651 117 534 225 26 199 51 4 47 104 24 80 39 12 27 405 63 342 51 8 43 0 0 0 300,760 893,396 25% 5,245 13,718 28% 5,562 13,607 29% 1,013 2,889 26% 1,659 4,476 27% 1,634 4,517 27% 9,017 23,564 28¾ 689 2,080 25% 66 260 20% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Oakland County, page 3 �2000 Census Population Counts Oakland County Total Population 1990 2000 Percent change Lathrup Village Lake Orion Madison Heights Lyon twp. Leonard Milford twp. Milford Northville (pt.) 1,083,592 1,194,156 10% 3,057 2,715 -11% 4,329 4,236 -2% 357 332 -7% 9,450 11,041 17% 32,196 31,101 -3% 6,610 8,999 36% 5,511 6,272 14% 3,367 3,352 0% 11% 5% 2% 0% 1% 2% 52% 1% 1% 5% 1% 6% 1% 1% 1% 2% 6% 2% 1% 1% 1% 0% 1% 1% 1% 3% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 1,171,945 988,194 120,720 3,270 49,402 10,064 2,683 2,655 7 9 8 3 4,141 1,992 2,110 4 26 9 329 313 13 1 2 0 10,926 10,721 39 45 67 50 30,268 27,866 567 138 1,547 142 8,912 8,778 55 18 39 22 6,193 6,106 10 24 31 22 3,327 3,209 14 6 81 12 Two-Six Categories Checked White and Black Other combination 22,211 3,564 18,647 32 2 30 95 53 42 3 3 0 115 18 97 833 55 778 87 6 81 79 11 68 25 2 23 300,760 893,396 25% 552 2,163 20% 1,042 3,194 25% 87 245 26% 3,182 7,859 29% 6,867 24,234 22% 2,563 6,436 28% 1,793 4,479 29% 877 2,475 26% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Oakland County, page 4 �- - . . . - : - - I - • -I- 11111:. .. ·--1- •.... ..; .. - 2000 Census Population Counts Oakland County Total Population 1990 2000 Percent change Novi Oakland twp. Oak Park Orchard Lake Orion twp. Oxford twp. Ortonville Oxford 1,083,592 1,194,156 10% 34,448 47,579 44% 8,227 13,071 59% 30,462 29,793 -2% 2,286 2,215 -3% 21,019 30,748 46% 1,252 1,535 23% 9,004 12,485 39% 2,929 3,540 21% 11% 5% 2% 2% 9% 2% 2% 3% 1% 47% 3% 1% 4% 3% 1% 1% 2% 3% 0% 1% 2% 1% 1% 2% 1% 1% 3% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 1,171,945 988,194 120,720 3,270 49,402 10,064 46,874 41,532 908 90 4,113 223 12,946 12,305 262 12 342 25 28,563 13,989 13,690 52 648 179 2,184 2,035 85 3 59 2 30,367 29,276 416 80 388 200 1,529 1,508 1 7 6 7 12,312 12,075 51 32 62 89 3,503 3,442 21 10 19 11 Two-Six Categories Checked White and Black Other combination 22,211 3,564 18,647 705 91 614 125 13 112 1,230 202 1,028 31 8 23 381 40 341 6 0 6 173 14 159 37 3 34 300,760 893,396 25% 13,127 34,452 28% 3,992 9,079 31% 8,391 21,402 28% 595 1,620 27% 8,979 21,769 29% 497 1,038 32% 3,688 8,797 30% 997 2,543 28% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Oakland County, page 5 �..., 2000 Census Population Counts Oakland County Pleasant Ridge Pontiac Rochester Rochester Hills Royal Oak Rose twp. Royal Oak Southfield twp. Total Population 1990 2000 Percent change Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race Two-Six Categories Checked White and Black Other combination Population by Age Under 18 18 and older Percent under 18 1,083,592 1,194,156 10% 2,775 2,594 -7% 71,166 66,337 -7% 7,130 10,467 47% 61,766 68,825 11% 4,926 6,210 26% 65,410 60,062 -8% 5,011 5,446 9% 75,728 78,296 3% 11% 5% 2% 1% 1% 2% 50% 3% 13% 2% 4% 2% 3% 7% 2% 1% 0% 2% 2% 2% 1% 73% 2% 1% 56% 4% 1% 1,171,945 988,194 120,720 3,270 49,402 10,064 2,572 2,505 22 11 23 10 64,015 25,934 31,791 382 1,591 4,291 10,342 9,670 234 26 386 25 67,884 61,084 1,667 139 4,652 322 6,147 6,032 55 14 16 30 59,224 56,941 927 157 939 228 5,264 1,238 3,894 12 79 39 75,955 30,406 42,454 157 2,416 498 22,211 3,564 18,647 22 4 18 2,322 777 1,545 125 16 109 941 119 822 63 12 51 838 96 742 182 49 133 2,341 539 1,802 300,760 893,396 25% 570 2,024 22% 20,320 46,017 31% 2,417 8,050 23% 17,874 50,951 26% 1,647 4,563 27% 10,695 49,367 18% 1,362 4,084 25% 16,876 61,420 22% ... *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Oakland County, page 6 �-· - ---·· --- ..................!-2000 Census Population Counts Oakland County Total Population 1990 2000 Percent change South Lyon Springfield twp. Sylvan Lake Troy Village of Clarkston Walled Lake Waterford twp. West Bloomfield 1,083,592 1,194,156 10% 5,857 10,036 71% 9,927 13,338 34% 1,884 1,735 -8% 72,884 80,959 11% 1,005 962 -4% 6,278 6,713 7% 66,692 73,150 10% 54,516 64,860 19% 11% 5% 2% 1% 1% 2% 1% 1% 2% 2% 2% 1% 2% 14% 1% 1% 0% 1% 1% 2% 2% 3% 2% 4% 5% 8% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 1,171,945 988,194 120,720 3,270 49,402 10,064 9,920 9,703 39 17 109 40 13,214 12,897 146 62 73 35 1,698 1,655 21 8 14 0 79,486 66,627 1,694 125 10,730 292 941 931 3 1 4 1 6,617 6,400 49 21 114 33 71,914 67,777 2,114 259 926 829 63,402 54,644 3,360 78 5,063 246 Two-Six Categories Checked White and Black Other combination 22,211 3,564 18,647 116 12 104 124 15 109 37 4 33 1,473 96 1,377 21 7 14 96 7 89 1,236 176 1,060 1,458 95 1,363 300,760 893,396 25% 2,491 7,545 25% 3,846 9,492 29% 312 1,423 18% 21,218 59,741 26% 247 715 26% 1,431 5,282 21% 16,957 56,193 23% 17,093 47,767 26% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Oakland County, page 7 �2000 Census Population Counts Oakland County Total Population 1990 2000 Percent change White Lake twp. Wixom Wolverine Lake 1,083,592 1,194,156 10% 22,608 28,219 25% 8,550 13,263 55% 4,727 4,415 -7% 11% 5% 2% 1% 1% 2% 3% 3% 3% 0% 1% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 1,171,945 988,194 120,720 3,270 49,402 10,064 27,859 27,247 219 137 167 83 12,979 11,990 332 68 378 206 4,379 4,316 18 5 26 11 Two-Six Categories Checked White and Black Other combination 22,211 3,564 18,647 360 43 317 284 27 257 36 1 35 300,760 893,396 25% 7,807 20,412 28% 3,300 9,963 25% 1,125 3,290 25% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Oakland County, page 8 �--~- LYNN - ---·--- ---- y~ GREENWOOD - GRANT BROCKWAY MUSSEY EMMETT KENOCKEE CLYDE c,~ E BERLIN St. Clair County RILEY WALES KIMBALL COLUMBUS ST. CLAIR CASCO CHINA -- �2000 Census Population Counts St. Clair County Total Population 1990 2000 Percent change Algonac Brockway twp. Berlin twp. Burtchville twp. Capac China twp. Casco twp. Clay twp. 145,607 164,235 13% 4,551 4,613 1% 2,407 3,162 31% 1,609 1,900 18% 3,559 3,956 11% 1,583 1,775 12% 4,552 4,747 4% 2,644 3,340 26% 8,862 9,822 11% 3% 1% 2% 0% 0% 1% 1% 0% 3% 0% 0% 2% 1% 0% 2% 1% 0% 16% 1% 1% 1% 0% 1% 1% 0% 0% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 161,976 155,962 3,451 829 650 1,052 4,560 4,491 7 44 9 8 3,133 3,073 28 6 7 18 1,882 1,841 7 6 6 22 3,901 3,853 12 16 12 7 1,739 1,624 7 19 0 89 4,640 4,584 24 12 8 8 3,315 3,280 11 11 8 4 9,737 9,618 20 67 11 21 Two-Six Categories Checked White and Black Other combination 2,259 570 1,689 53 5 48 29 10 19 18 1 17 55 8 47 36 0 36 107 16 91 25 2 23 85 8 77 43,971 120,264 27% 1,178 3,435 26% 912 2,250 29% 545 1,355 29% 967 2,989 24% 590 1,185 33% 1,346 3,401 28% 982 2,358 29% 2,221 7,601 23% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 ~ -· *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File St. Clair County, page 1 �2000 Census Population Counts St. Clair County Total Population 1990 2000 Percent change Clyde twp. Columbus twp. Cottrellville twp. Emmett twp. East China twp. Fort Gratiot twp. Emmett Grant twp. 145,607 164,235 13% 5,052 5,523 9% 3,235 4,615 43% 3,301 3,814 16% 1,816 2,506 38% 1,519 2,255 48% 297 251 -15% 8,968 10,691 19% 1,210 1,667 38% 3% 1% 2% 1% 0% 1% 0% 1% 2% 0% 0% 1% 0% 0% 1% 0% 0% 1% 0% 0% 0% 2% 2% 2% 0% 0% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 161,976 155,962 3,451 829 650 1,052 5,475 5,398 16 19 21 19 4,557 4,477 4 26 17 32 3,780 3,764 3 4 6 0 2,496 2,462 6 3 7 16 2,245 2,212 6 2 7 16 251 250 0 1 0 0 10,586 10,202 156 28 143 56 1,655 1,637 2 2 2 12 Two-Six Categories Checked White and Black Other combination 2,259 570 1,689 48 13 35 58 11 47 34 2 32 10 2 8 10 2 8 0 0 0 105 20 85 12 1 11 43,971 120,264 27% 1,466 4,057 27% 1,417 3,198 31% 1,049 2,765 28% 767 1,739 31% 691 1,564 31% 76 175 30% 2,645 8,046 25% 490 1,177 29% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under 18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File St. Clair County, page 2 �2000 Census Population Counts St. Clair County Total Population 1990 2000 Percent change Greenwood twp. Ira twp. Kenockee twp. Kimball twp. Marine City Lynn twp. Marysville Memphis (pt.) 145,607 164,235 13% 1,037 1,373 32% 5,587 6,966 25% 1,854 2,423 31% 7,247 8,628 19% 921 1,187 29% 4,556 4,652 2% 8,515 9,684 14% 325 322 -1% 3% 1% 2% 1% 0% 1% 1% 0% 1% 0% 0% 1% 1% 0% 2% 2% 0% 3% 0% 0% 1% 0% 1% 1% 2% 0% 3% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 161,976 155,962 3,451 829 650 1,052 1,351 1,319 13 7 5 7 6,892 6,748 57 44 18 22 2,410 2,379 5 12 1 12 8,516 8,352 77 34 13 38 1,179 1,151 19 5 0 4 4,608 4,526 4 26 12 40 9,629 9,508 17 29 42 32 320 310 7 3 0 0 Two-Six Categories Checked White and Black Other combination 2,259 570 1,689 22 2 20 74 24 50 13 0 13 112 22 90 8 0 8 44 8 36 55 9 46 2 0 2 43,971 120,264 27% 405 968 29% 1,938 5,028 28% 677 1,746 28% 2,289 6,339 27% 365 822 31% 1,284 3,368 28% 2,360 7,324 24% 87 235 27% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 ~ *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File St. Clair County, page 3 �1 2000 Census Population Counts St. Clair County Total Population 1990 Mussey twp. Port Huron Port Huron twp. St. Clair Riley twp. St. Clair twp. Yale Wales twp. 145,607 164,235 13% 1,530 1,965 28% 33,694 32,338 -4% 7,621 8,615 13% 2,154 3,046 41% 5,116 5,802 13% 4,614 6,423 39% 2,294 2,986 30% 1,977 2,063 4% 3% 1% 2% 0% 0% 10% 9% 1% 4% 4% 0% 2% 1% 0% 2% 0% 1% 1% 0% 0% 1% 3% 0% 1% 0% 0% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 161,976 155,962 3,451 829 650 1,052 1,953 1,887 0 8 10 48 31,430 28,034 2,504 281 179 428 8,502 8,066 298 53 30 53 3,005 2,970 15 3 5 12 5,728 5,649 7 14 50 8 6,374 6,306 17 15 19 17 2,972 2,859 97 10 2 4 2,044 2,015 3 12 0 13 Two-Six Categories Checked White and Black Other combination 2,259 570 1,689 12 0 12 908 346 562 113 36 77 41 4 37 74 10 64 49 9 40 14 0 14 19 0 19 43,971 120,264 27% 588 1,377 30% 8,729 23,609 27% 2,224 6,391 26% 889 2,157 29% 1,583 4,219 27% 1,782 4,641 28% 841 2,145 28% 610 1,453 30% 2000 Percent change Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File St Clair County, page 4 �Washtenaw County LYNDON DEXTER WEBSTER NORTHFIELD SALEM SUPERIOR SYLVAN LIMA SCIO NTI SHARON FREEDOM LODI PITTSFIELD YPSILANTI SALINE YORK AUGUSTA Mancheo MANCHESTER BRIDGEWATER ..... --- --- ..... �- - .. - - · .. - ~ - - 'WII .. - - - 2000 Census Population Counts Washtenaw Ann Arbor Ann Arbor twp. County Total Population 1990 2000 Percent change Augusta twp. Barton Hills Bridgewate1 twp. Chelsea Dexter twp. Dexter 282,937 322,895 14% 109,592 114,024 4% 3,473 4,385 26% 4,415 4,813 9% 320 335 5% 1,304 1,646 26% 3,772 4,398 17% 4,407 5,248 19% 1,497 2,338 56% 13% 7% 3% 10% 13% 3% 3% 14% 2% 6% 1% 1% 1% 7% 1% 0% 0% 0% 1% 1% 1% 1% 1% 1% 1% 1% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 314,602 249,916 39,697 1,161 20,338 3,364 110,544 85,151 10,070 332 13,566 1,384 4,309 3,535 101 8 624 39 4,749 4,458 254 16 10 8 322 298 5 0 17 1 1,637 1,632 2 2 1 0 4,356 4,272 31 12 21 17 5,192 5,118 20 15 32 4 2,305 2,258 10 7 24 6 Two-Six Categories Checked White and Black Other combination 8,293 1,988 6,305 3,480 766 2,714 76 6 70 64 15 49 13 0 13 9 0 9 42 3 39 56 4 52 33 5 28 71,288 251,607 22% 19,109 94,915 17% 934 3,451 21% 1,199 3,614 25% 63 272 19% 414 1,232 25% 1,040 3,358 24% 1,495 3,753 28% 618 1,720 26% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Washtenaw County, page 1 �2000 Census Population Counts Washtenaw County Total Population 1990 2000 Percent change Freedom twp. Lyndon twp. Lodi twp. Lima twp. Manchester twp. Northfield twp. Milan (pt.) Manchester 282,937 322,895 14% 1,486 1,562 5% 2,585 3,224 25% 3,902 5,710 46% 2,228 2,728 22% 1,739 1,942 12% 1,753 2,160 23% 3,060 3,065 0% 6,732 8,252 23% 13% 7% 3% 0% 0% 9% 1% 1% 1% 3% 2% 1% 7% 1% 2% 0% 0% 1% 1% 0% 1% 2% 1% 4% 1% 1% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 314,602 249,916 39,697 1,161 20,338 3,364 1,548 1,455 0 4 6 83 3,190 3,145 12 7 19 7 5,627 5,381 130 18 80 15 2,694 2,451 167 32 9 35 1,925 1,904 7 9 3 2 2,153 2,122 8 10 4 9 3,038 2,889 49 13 25 61 8,135 7,933 88 38 47 19 Two-Six Categories Checked White and Black Other combination 8,293 1,988 6,305 14 2 12 34 6 28 83 15 68 34 7 27 17 0 17 7 2 5 27 3 24 117 12 105 71,288 251,607 22% 412 1,150 26% 864 2,360 27% 1,677 4,033 29% 643 2,085 24% 502 1,440 26% 576 1,584 27% 779 2,286 25% 2,110 6,142 26% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File ___ Washtenaw County, page 2 ......... ____ _ ....._ �- - -·.. - .. -------·--2000 Census Population Counts Washtenaw County Total Population 1990 2000 Percent change Pittsfield twp. Salem twp. Saline twp. Saline Sharon twp. Scio twp. Superior twp. Sylvan twp. 282,937 322,895 14% 17,668 30,167 71% 3,734 5,562 49% 6,660 8,034 21% 1,276 1,302 2% 9,580 13,421 40% 1,366 1,678 23% 8,720 10,740 23% 2,055 2,027 -1% 13% 7% 3% 15% 11% 4% 2% 1% 1% 1% 2% 2% 1% 1% 0% 5% 4% 2% 1% 0% 3% 32% 3% 2% 1% 1% 1% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 314,602 249,916 39,697 1,161 20,338 3,364 29,198 21,229 4,311 132 3,005 507 5,480 74 10 38 20 7,945 7,688 45 26 156 26 1,290 1,272 9 0 9 0 13,149 11,851 641 36 559 57 1,663 1,622 7 3 2 28 10,453 6,767 3,309 51 247 76 2,003 1,971 12 8 12 0 Two-Six Categories Checked White and Black Other combination 8,293 1,988 6,305 969 188 781 82 25 57 89 13 76 12 0 12 272 69 203 15 3 12 287 92 195 24 3 21 71,288 251,607 22% 7,228 22,939 24% 1,503 4,059 27% 2,297 5,737 29% 335 967 26% 3,661 9,760 27% 436 1,242 26% 3,106 7,634 29% 544 1,483 27% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 5,338 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Washtenaw County, page 3 �2000 Census Population Counts Washtenaw County Total Population 1990 2000 Percent change Webster twp. York twp. Ypsilanti Ypsilanti twp. 282,937 322,895 14% 3,235 5,198 61% 6,225 7,392 19% 24,846 22,362 -10% 45,307 49,182 9% 13% 7% 3% 1% 1% 1% 13% 1% 4% 33% 4% 2% 27% 3% 3% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 314,602 249,916 39,697 1,161 20,338 3,364 5,158 5,052 32 16 45 13 7,290 6,191 940 19 77 62 21,689 13,731 6,838 98 712 295 47,560 33,202 12,525 239 988 590 Two-Six Categories Checked White and Black Other combination 8,293 1,988 6,305 40 7 33 102 4 98 673 241 432 1,622 497 1,125 71,288 251,607 22% 1,586 3,612 31% 1,666 5,726 23% 3,558 18,804 16% 12,933 36,249 26% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Washtenaw County, page 4 l �Wayne County SE PT. WOODS. rosse Pt. Shores NORTHVILLE LIVONIA PLYMOUTH HIGHLAND P A ~ DETROIT ~MTRAMCK PLYMout} WESTLAND ~ CANTON WAYNE VANBUREN ROMULUS BELl~.LE SUMPTER HURON - �2000 Census Population Counts Wayne County Total Population 1990 2000 Percent change Allen Park Belleville Brownstown twp. Canton twp. Dearborn Dearborn Heights Detroit Ecorse 2,111,687 2,061,162 -2% 31,092 29,376 -6% 3,270 3,997 22% 18,811 22,989 22% 57,040 76,366 34% 89,286 97,775 10% 60,838 58,264 -4% 1,027,974 951,270 -7% 12,180 11,229 -8% 43% 2% 4% 1% 1% 5% 9% 2% 3% 4% 4% . 4% 5% 10% 2% 1% 3% 3% 2% 3% 3% 83% 1% 5% 42% 0% 9% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 2,009,893 1,065,607 868,992 7,627 35,141 32,020 29,002 28,083 214 106 238 354 3,915 3,499 315 16 47 38 22,540 20,464 878 121 880 197 74,905 64,045 3,466 224 6,664 489 88,602 84,931 1,248 258 1,441 710 56,627 53,395 1,236 216 1,306 470 929,229 116,599 775,772 3,140 9,268 24,199 10,887 5,859 4,555 73 21 377 Two-Six Categories Checked White and Black Other combination 51,269 7,833 43,436 374 22 352 82 23 59 449 78 371 1,461 231 1,230 9,173 123 9,050 1,637 83 1,554 22,041 4,532 17,509 342 64 278 577,680 1,483,482 28% 6,509 22,867 22% 877 3,120 22% 6,594 16,395 29% 22,170 54,196 29% 27,209 70,566 28% 13,130 45,134 23% 295,709 655,561 31% 3,125 8,104 28% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Wayne County, page 1 �2000 Census Population Counts Wayne County Flat Rock Garden City Gibraltar Grosse lie Grosse Pointe twp. Total Population 1990 2000 Percent change Grosse Pointe Farms Grosse Pointe Park Grosse Pointe Shores 2,111,687 2,061,162 -2% 7,290 8,488 16% 31,846 30,047 -6% 4,297 4,264 -1% 9,781 10,894 11% 5,681 5,670 0% 10,092 9,764 -3% 12,857 12,443 -3% 2,850 2,743 -4% 43% 2% 4% 2% 1% 3% 1% 1% 2% 1% 1% 2% 0% 3% 2% 1% 1% 1% 1% 1% 1% 4% 2% 2% 1% 4% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 2,009,893 1,065,607 868,992 7,627 35,141 32,020 8,348 8,091 121 42 40 54 29,664 28,904 332 120 215 91 4,203 4,125 22 14 17 25 10,785 10,374 39 37 299 32 5,636 5,510 45 4 59 17 9,723 9,528 63 11 110 11 12,197 11,507 367 44 226 49 2,719 2,577 16 5 109 12 Two-Six Categories Checked White and Black Other combination 51,269 7,833 43,436 140 13 127 383 39 344 61 3 58 109 4 105 34 1 33 41 4 37 246 47 199 24 0 24 577,680 1,483,482 28% 2,483 6,005 29% 7,549 22,498 25% 1,001 3,263 23% 2,711 8,183 25% 1,439 4,231 25% 2,587 7,177 26% 3,420 9,023 27% 636 2,107 23% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Wayne County, page 2 �2000 Census Population Counts Wayne County Total Population 1990 2000 Percent change Grosse Pointe Woods Hamtramck Harper Woods Highland Park Huron twp. Inkster Lincoln Park Livonia 2,111,687 2,061,162 -2% 17,715 17,080 -4% 18,372 22,976 25% 14,903 14,254 -4% 20,121 16,746 -17% 10,447 13,737 31% 30,772 30,115 -2% 41,832 40,008 -4% 100,850 100,545 0% 43% 2% 4% 1% 2% 1% 16% 13% 1% 11% 2% 2% 95% 0% 1% 1% 1% 3% 70% 4% 2% 2% 1% 6% 1% 2% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 2,009,893 1,065,607 868,992 7,627 35,141 32,020 16,941 16,448 108 11 355 19 20,245 14,007 3,473 98 2,382 262 14,056 12,247 1,460 48 243 57 16,467 688 15,648 45 41 42 13,540 13,182 148 88 49 72 29,283 7,571 20,330 124 1,031 224 39,283 37,312 824 213 204 728 99,432 95,975 951 223 1,951 318 Two-Six Categories Checked White and Black Other combination 51,269 7,833 43,436 139 15 124 2,731 118 2,613 198 52 146 279 74 205 197 18 179 832 317 515 725 97 628 1,113 119 994 577,680 1,483,482 28% 4,460 12,620 26% 6,376 16,600 28% 3,193 11,061 22% 4,867 11,879 29% 3,905 9,832 28% 8,986 9,732 21,129 . 30,276 24% 30% - _..,, 23,958 76,587 24% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Wayne County, page 3 �II -- - 2000 Census Population Counts Wayne County Total Population 1990 2000 Percent change Melvindale Northville (pt.) Northville twp. Plymouth Plymouth twp. Redford twp. River Rouge Riverview 2,111,687 2,061,162 -2% 11,216 10,735 -4% 2,859 3,107 9% 17,313 21,036 22% 9,560 9,022 -6% 23,648 27,798 18% 54,387 51,622 -5% 11,314 9,917 -12% 13,894 13,272 -4% 43% 2% 4% 6% 2% 9% 0% 2% 2% 5% 5% 2% 1% 1% 1% 3% 3% 2% 9% 1% 2% 43% 0% 5% 2% 2% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 2,009,893 1,065,607 868,992 7,627 35,141 32,020 10,426 9,382 565 80 138 257 3,082 2,999 11 6 39 26 20,772 18,787 923 58 905 92 8,910 8,699 51 32 95 27 27,451 25,680 822 76 759 110 50,747 45,418 4,410 222 392 295 9,639 5,214 4,166 77 16 162 13,123 12,497 276 57 249 42 Two-Six Categories Checked White and Black Other combination 51,269 7,833 43,436 309 35 274 25 2 23 264 32 232 112 7 105 347 38 309 875 199 676 278 88 190 149 28 121 577,680 1,483,482 28% 2,621 8,114 24% 661 2,446 21% 4,499 16,537 21% 1,690 7,332 19% 6,295 21,503 23% 13,078 38,544 25% 3,094 6,823 31% 2,833 10,439 21% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Wayne County, page 4 �2000 Census Population Counts Wayne County Total Population 1990 2000 Percent change Rockwood Romulus Southgate Sumpter twp. Taylor Trenton Van Buren twp. Wayne -2% 3,141 3,442 10% 22,897 22,979 0% 30,771 30,136 -2% 10,891 11,856 9% 70,811 65,868 -7% 20,586 19,584 -5% 21,010 23,559 12% 19,899 19,051 -4% 43% 2% 4% 1% 1% 3% 32% 1% 2% 2% 2% 4% 13% 0% 2% 10% 2% 3% 1% 1% 2% 13% 2% 2% 12% 2% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 2,009,893 1,065,607 868,992 7,627 35,141 32,020 3,402 3,292 22 34 21 33 22,374 15,019 6,891 124 135 185 29,781 28,224 635 151 502 256 11,644 10,040 1,462 62 21 59 64,527 56,731 5,763 448 1,072 492 19,337 18,981 73 81 152 45 23,002 19,468 2,835 128 440 121 18,705 16,072 2,151 117 275 82 Two-Six Categories Checked White and Black Other combination 51,269 7,833 43,436 40 5 35 605 230 375 355 46 309 212 54 158 1,341 323 1,018 247 27 220 557 165 392 346 70 276 577,680 1,483,482 28% 850 2,592 25% 6,711 16,268 29% 6,484 23,652 22% 3,528 8,328 30% 17,910 47,958 27% 4,559 15,025 23% 5,633 17,926 24% 5,028 14,023 26% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 2,111,687 2,061,162 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Wayne County, page 5 �===============-, 2000 Census Population Counts Wayne County Total Population 1990 2000 Percent change Westland Woodhaven Wyandotte 2,111,687 2,061,162 -2% 84,724 86,602 2% 11,631 12,530 8% 30,938 28,006 -9% 43% 2% 4% 7% 3% 2% 3% 2% 3% 1% 1% 3% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 2,009,893 1,065,607 868,992 7,627 35,141 32,020 84,837 75,527 5,867 396 2,437 582 12,345 11,680 292 61 205 105 27,560 26,976 146 136 92 202 Two-Six Categories Checked White and Black Other combination 51,269 7,833 43,436 1,765 335 1,430 185 20 165 446 52 394 577,680 1,483,482 28% 20,157 66,445 23% 3,080 9,450 25% 6,343 21,663 23% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 *Includes all persons marking this category, regardless of whether other categories were marked as well. Prepared by Southeast Michigan Census Council; source 2000 Census PL94-171 Redistricting File Wayne County, page 6 �Q Montrose City Montro1e Twp Fluahlng Twp I Cllo co I Thetford Twp I Forest Twp Gene11N Twp I Rlchfleld Twp I Vienna Twp Mount Morrl1 City I -, Mount Morris Twp [J~ Flint City Clayton Twp Davison Twp Onnllllnc~ Gaines Twp Mundy Twp City ~ Atlaa Twp Grand Blanc Twp Fenton Twp Argentine Twp ~ Genesee County Ftnton City ~ - - -~ ___._ 112 .. ... �---- - - - - - - - - - -----2000 Census Population Counts Genesee County Total Population 1990 2000 Percent change 11111 Argentine twp. Goodrich Burton city Atlas twp. Clayton twp. Davison Clio Davison twp. Fenton 430,459 436,141 1% 4,651 6,521 40% 4,635 5,904 27% 916 1,353 48% 27,617 30,308 10% 7,368 7,546 2% 2,629 2,483 -6% 5,693 5,536 -3% 14,671 17,722 21% 8,444 10,582 25% 21% 1% 2% 0% 1% 1% 0% 1% 1% 0% 1% 1% 4% 1% 2% 1% 1% 2% 1% 0% 2% 1% 0% 2% 3% 1% 2% 1% 1% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 426,622 328,350 88,843 2,414 3,515 3,408 6,442 6,339 15 55 12 16 5,844 5,747 21 21 29 17 1,347 1,333 3 2 8 1 29,691 27,910 1,075 230 224 244 7,422 7,198 85 38 58 43 2,423 2,371 12 15 4 20 5,445 5,340 28 32 20 24 17,387 16,712 364 65 155 90 10,459 10,185 63 41 100 70 Two-Six Categories Checked White and Black Other combination 9,519 2,193 7,326 79 5 74 60 7 53 6 1 5 617 110 507 124 16 108 60 6 54 91 16 75 335 57 278 123 22 101 119,601 316,540 27% 1,937 4,584 30% 1,754 4,150 30% 400 953 30% 8,307 22,001 27% 2,013 5,533 27% 602 1,881 24% 1,350 4,186 24% 4,321 13,401 24% 2,685 7,897 25% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under 18 18 and older Percent under 18 *Includes all persons marking this category, regardless of wheter other categories were marked as well. Prepared by the Southeast Michigan Census Council; source: 2000 Census PL94-171 Redistricting File Genesee County, page 1 �I 2000 Census Population Counts Genesee County Total Population 1990 2000 Percent change Fenton twp. Flint Flint twp. Flushing Flushing twp. Forest twp. Otisville Gaines twp. Gaines 430,459 436,141 1% 10,055 12,968 29% 140,761 124,943 -11% 34,081 33,691 -1% 8,542 8,348 -2% 9,223 10,230 11% 3,685 3,856 5% 724 882 22% 5,391 6,491 20% 427 366 -14% 21% 1% 2% 0% 1% 1% 55% 1% 3% 17% 3% 2% 1% 1% 2% 1% 1% 2% 1% 0% 1% 1% 0% 2% 1% 1% 1% 3% 1% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 426,622 328,350 88,843 2,414 3,515 3,408 12,819 12,582 36 53 100 44 121,018 51,710 66,560 798 547 1,384 32,833 26,200 5,430 205 740 252 8,243 8,096 53 27 33 31 10,101 9,813 112 47 59 60 3,812 3,761 8 12 10 21 867 848 9 4 0 5 6,394 6,291 22 26 23 31 357 343 Two-Six Categories Checked White and Black Other combination 9,519 2,193 7,326 149 16 133 3,925 1,221 2,704 858 163 695 105 11 94 129 19 110 44 11 33 15 0 15 97 10 87 9 3 6 119,601 316,540 27% 3,264 9,704 25% 38,241 86,702 31% 8,230 25,461 24% 1,920 6,428 23% 2,740 7,490 27% 961 2,895 25% 242 640 27% 1,717 4,774 26% 103 263 28% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 7 0 2 5 " *Includes all persons marking this category, regardless of wheter other categories were marked as well. Prepared by the Southeast Michigan Census Council; source: 2000 Census PL94-171 Redistricting File -- . Genesee_C_ounty. oa~e 2 .- ·1111111 11111ft 1111111 _ �- - - - - - - - - - - - - - - ........ ....._ 2000 Census Population Counts Genesee County Total Population 1990 2000 Percent change Genesee twp. Grand Blanc Grand Blanc twp. Linden city Montrose Montrose twp. Mount Morris Mount Morris twp. Mundy twp. 430,459 436,141 1% 24,093 24,125 0% 7,760 8,242 6% 25,392 29,827 17% 2,415 2,861 18% 1,811 1,619 -11% 5,809 5,970 3% 3,292 3,194 -3% 25,198 23,725 -6% 11,511 12,191 6% 21% 1% 2% 9% 0% 3% 6% 4% 2% 7% 3% 2% 0% 1% 1% 0% 0% 2% 2% 0% 2% 3% 1% 2% 42% 0% 3% 2% 1% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 426,622 328,350 88,843 2,414 3,515 3,408 23,613 21,206 1,973 161 72 198 8,097 7,349 413 22 265 48 29,336 26,285 1,998 115 749 182 2,838 2,799 2 14 13 1,595 1,576 2 10 2 5 5,910 5,723 105 50 1 31 22,982 12,940 9,526 148 61 298 12,062 11,708 172 27 100 54 Two-Six Categories Checked White and Black Other combination 9,519 2,193 7,326 512 98 414 145 22 123 491 87 404 23 1 22 24 2 22 60 7 53 68 7 61 743 203 540 129 12 117 119,601 316,540 27% 6,697 17,428 28% 2,027 6,215 25% 7,611 22,216 26% 714 2,147 25% 447 1,172 28% 1,741 4,229 29% 892 2,302 28% 7,140 16,585 30% 2,769 9,422 23% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 10 3,126 2,975 98 19 13 20 . *Includes all persons marking this category, regardless of wheter other categories were marked as well. Prepared by the Southeast Michigan Census Council; source: 2000 Census PL94-171 Redistricting File Genesee County, page 3 �2000 Census Population Counts Genesee County Total Population 1990 2000 Percent change Richfield twp. Swartz Creek Thetford Vienna twp. twp. 430,459 436,141 1% 7,271 8,170 12% 4,851 5,102 5% 8,333 8,277 -1% 13,210 13,108 -1% 21% 1% 2% 3% 1% 2% 1% 1% 2% 3% 0% 2% 1% 1% 2% Count of Population by Race One Race Category Checked White Black American Indian Asian Some other race 426,622 328,350 88,843 2,414 3,515 3,408 8,015 7,723 201 39 17 35 5,024 '4,889 62 18 32 22 8,175 7,815 241 57 20 42 12,945 12,583 147 67 45 102 Two-Six Categories Checked White and Black Other combination 9,519 2,193 7,326 155 13 142 78 9 69 102 14 88 163 24 139 119,601 316,540 27% 2,164 6,006 26% 1,137 3,965 22% 2,223 6,054 27% 3,252 9,856 25% Major Race/Ethnic Groups* Percent Black Percent Asian Percent Hispanic Population by Age Under18 18 and older Percent under 18 - - - - .... ~--- ___ - - *Includes all persons marking this category, regardless ofwheter other categories were marked as well. Prepared by the Southeast Michigan Census Council; source: 2000 Census PL94-171 Redistricting File _... - r,t:11nt:11coo ,--,.., , ... , .. - - - - ~ �-~~--,_.,_.,_.,_.,-.,a.,-. ~~,. Printed by: Oakland County Planning and Economic Development Services 1200 N. Telegraph Road Pontiac Ml 48341 (248) 858-0720 www.co.oakland.mi.us � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Detroit_Census-Population-Counts_2001 Creator An entity primarily responsible for making the resource Southeast Michigan Census Council Date A point or period of time associated with an event in the lifecycle of the resource 2001-04 Title A name given to the resource 2000 Census Population Counts by Race/Ethnicity and Age in Southeast Michigan Description An account of the resource The 2000 Census Population Counts by Race/Ethnicity and Age in Southeast Michigan report was prepared by the Southeast Michigan Census Council in April 2001. Subject The topic of the resource Census--Statistics Detroit, Michigan Wayne 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/083d1a4412c835cc07bae2f28a739a76.pdf 188d1626002c58c95390585d25035ebb PDF Text Text 1990 Census Subcommunity Profiles for the City of Detroit October 1993 Southeast Michigan Census Council, Inc. Michigan Metropolitan Information Center, Center for Urhan Studies, Wayne State University United Community Services of Metropolitan Detroit �$15.00 1990 Census Subcommunity Profiles For the City of Detroit October 1993 Southeast Michigan Census Council, Inc. 17321 Telegraph Road, Suite 204 Detroit, MI 48219-3143 (313) 535-2077 Michigan Metropolitan Information Center Center for Urban Studies Wayne State University Detroit, MI 48202 (313) 577-8359 United Community Services of Metropolitan Detroit J212 Griswold Detroit, MI 48226-1899 (313) 226-9409 I I Project funded by NBD Bank, N.A. WSU/CUSIMIMIC-SEMCC-UCS SUBCOMMUNITY PROF1LES I �CONTENTS t F~"\ PI c:. .. .. ,,.j • ::-:· .... :1. - ~~ .'OF c: _!~ L :--, !nc. • • -- . . . 1 • __ Page PREFACE ................................................................................................ iv TABLE 1 GENERAL POPULATION CHARACTERISTICS ................ 1 TABLE2 SOCIAL CHARACTERISTICS .............................................. 7 TABLE3 INCOME AND POVERTY CHARACTERISTICS .............. 13 TABLE4 LABOR FORCE CHARACTERISTICS ................................ 19 TABLES GENERAL HOUSING CHARACTERISTICS ..................... 25 TABLE6 SELECTED HOUSING CHARACTERISTICS .................... 31 APPENDIX ................................................................................................ 37 GLOSSARY ............................................................................................... 01 SUBCOMMUNITIES IN THE CITY OF DETROIT: 1990 MAP WSU/CUS/MIMIC-SEMCC-UCS SUBCOMMUNITY PROFILES �PREFACE This report, presenting 1990 census data for UCS Subcommunities in the City of Detroit, has been prepared cooperatively by the Southeast Michigan Census Council (SEMCC), Wayne State University/Center for Urban Studies/Michigan Metropolitan Information Center (MIMIC), and United Community Services of Metropolitan Detroit (UCS). It should be noted that data percentages may not add to 100 percent due to rounding. Funding for creating the report was provided by NBD Bank, N.A. For further information on the UCS subcommunity system, see United Community Services of Metropolitan Detroit, "Subcommunities in the City of Detroit, 1990," 1992. Copies are available from the UCS Resource Center (313-226-9409). In addition to the UCS Subcommunity data presented in these pages, similar data can also be prepared for any geographic area aggregated from census tracts, zip codes, or minor civil divisions. For further information on obtaining a custom geographic area profile, contact the Southeast Michigan Census Council (313-535-2077) or MIMIC (313-577-8359). i J I WSU/CUSIMIMIC-SEMCC-UCS iv SUBCOMMUNITY PROFILES I I �TABLE 1. GENERAL POPULATION CHARACTERISTICS SUBCOMMUNITIES OF DETROIT Total Population White, non-Hispanic Black, non-Hispanic Other, non-Hispanic CITY OF DETROIT AIRPORT BAGLEY 1,027,974 212,278 774,529 12,694 18,418 1,946 16,102 266 21,045 333 20,519 88 ..Hispanic .................................................................................................................................. 28,473... .. ..............!.~... % Black 76% 88% 3% 1% % Hispanic % 17 Years and ymmger % 60 Years and older % 65 Years and older Median Age FAMILY AND:HOUSEHOLD CHARACTERISTICS 29% 16% 12% 30 .Jt:·· .. ··. =:-::;=:::nt Total Families Total Househol~ · ··· ..... · % Househo)ds with head 65 years+ % Households with 1 or more persons 65 years+ :::,: . . . .·· 244,327 374,057 22% 25% 4,203 5,769 19% 22% 10,032 112 9,823 36 BRIGHTMOOR BROOKS 19,042 6,134 12,406 262 35,643 8,133 26,741 208 BURBANK 27,520 13,392 13,359 487 CENTRAL 20,784 1,140 19,372 150 ................!Q~.... ...................~!.... ................?.19......................~~!.... ................?.!!.?.....................!.~~.... 35% 12% 9% 26 I:,: :::.:·· . . •.•·,t· BOYNTON 98% 0% 98% 1% 65% 1% 75% 2% 49% 1% 94% 1% 23% 20% 14% 36 23% ·28% 20% 36 37% 8% 6% 24 33% 12% 9% 35% 13% 10% 26 22% 24% 19% 36 ·•.·. /::·\: :}}{ : ::,:.·. :.: ·\ f)F:'tt=)·::·:. ·:./:·.· ¥{\:\:: .·..;.;;..·,··. \t :·r):·:•:•:•.:r·•::,··::,:,:. E:::: .. 5,485 7,152 23% 28% 2,632 3,634 39% 43% 4,665 6,633 11 % 13% 27 :f)/' .· 8,804 12,363 16% 19% 6,790 9,365 20% 23% 4,145 9,09T .. 29% 33% .. %.Households with. 1 .or.more persons 60 years+ ..............................................................33% .................. 30% .................. 39% .................. 55% .................. 19% .................. 25% .................. 28% .................. 4~:!.~ % of population in group quarters 2% 1% 2% 1% 0% 1% 0% 3% . _._,.,.,.•.• · -· · >=·;::iiir:r . ,., , : :- ,. •= :-,-, ftt .. : •. _.,. -. : ·'={\fa, :: ,. % Living with two parents % Living with one parent % Living in other household type HOUSEHOLD TYPE AND RELATIONSHIP(% distribution). Married Couple Household With Child(ren) No Children Family, Femai~ "ii~~;h~lder WithChild(ren) No Children Other Househ~id.;ith.2 or more persons One Person Household WSU/CUS/MIMIC - SEMCC - UCS 32% 50 18 ..:•: :,,:-: __ :·,· ..·. 22% 57 22 39% 34 27 28% 40 32 29% 61 11 32% 54 14 36% 52 12 17% 56 27 25% 13% 12% 41 % 32% 9% 11 % 23% 43% 18% 25% 29% 17% 12% 9% 20% 37% 13% 24% 29% 18% 11 % 27% 16% 11% 37% 31% 6% 12% 24% 32% 17% 15% 35% 27% 8% 9% 25% 36% 19% 17% 30% 24% 6% 11 23% 14% 5% 9% .'/}'.:.,, ...: 30% 15% 15% 30% 22% 8% 11 % 30% 9% 25% ················26q; 17% 9% ti; ..................°i"3% 47% DETROIT SUBCOMMUNITIES �TABLE 1. GENERAL POPULATION CHARACTERISTICS CENTRAL CERVENY BUS. DIST. SUBCOMMUNITIES OF DETROIT POPULATION, RACE AND HISPANIC ORIGIN .. ·-:•: .. •: .. •: ··:•: CHADSEY 1·•::,:· : CHENE .•>>.:: ·•...•:··•:::··· ·:: ':'.• ..;_.. . -~ ... CLARK PARK CODY .. ··::: .... CONNER CONDON •:•: •:.••:'·. -- .., •'.'· ...: .,;-· 8,146 21,950 36,758 22,230 15,208 17,630 24,545 11 ,699 2,314 869 3,319 14,912 1,647 6,969 6,594 2,750 5,539 20,904 2,923 13,354 32,578 2,466 17,195 7,641 147 83 330 649 116 408 429 157 146 94 212 91 327 .. Hispanic .................................................................................................................... ........................... ........................... ............ 4,065 ___ ··························· .............7,787 ... ........................... ............ .1 ,151.... ··························· 68% 96% % Black 14% 89% 88% 15% 70% 66% 2% 0% % Hispanic 18% 1% 1% 44% 1% 10% Total Population White, non-Hispanic Black, non-Hispanic Other, non-Hispanic AGE.CHARACTERISTICS . :•· <: .::·-·• '.··'.•'.••••.•.··.::.+x(·' · :•:•_·::·:··: ::C: ,. ,: ·::,:::: ..· :·•?:::\:_?' \. ?:':':'=?? :-· .. '.,:: > ···:·-·--·· 6% 17% 12% 37 % 17 Years and younger % 60 Years and older % 65 Years and older Median Age FAMILY:-AND HOUSEHOLD CHARACTERISTICS ·:.J:l•L\/ :::/? Total Families ............................................................................................................. Total Households % Households with head 65 years+ % Households with 1 or more persons 65 years+ .::::: •.-:•:• •:;:•: ... ....:·· >:·:.:;:::: 31% 10% 7% 29 -.·. . . • ' . •:;•: Married Couple Household With Child(ren) No Children ......................................................................................................................................... Family, Female Householder With Child(ren) No Children ........................................................................................................................................... Other Household with 2 or more persons One Person Household WSU/CUS/MIMIC - SEMCC - UCS :=-::;:::::::::•.,:', ·,:-:-: ···: ·: 31% 20% 16% 30 :., .. tr'••:•· . \ 1t=';'":-/\ ,::..·- _.·.•:,. 30% 14% 10% 29 .·,::• '. ·.• 32% 10% 8% ,:,:'·-· •.•. 40% 7% 5% 23 29% 22% 17% 32 27 ..,:,::•·· !(\:/";•..·.;.:• . .··-: ..•:-:,: ... .:,·:,::.::·:=·•::::•··. ··:: 8,122 10,888 5,330 6,087 4,328 8,999 25% 10% 29% 33% 19% 14% 28% 13% 33% 37% 22% 16% 35% 18% 41% 31% ......................... 46% 21%~. ........................... ··························· ··························· ··························· ··························· 0% 0% 3% 0% 4% 0% -:;/\:'.:::. HOUSEHOLD TYPE AND RELATIONSHIP(% distributionf /·· .· 31% 17% 13% 29 . ::;::;::,.:._. % Living with two parents % Living with one parent % Living in other household type .. •::• • . :-::-: 967 5,428 ............. 3,334_ .. ............ 3 ,729 ... ............. 6,124 ... .. .......... 2,620 ... 8,388 ·······•··················· ............. 5,401 ... ········•·················· ··························· 4,527 7,226 19% 11% 20% 15% 27% 21% .. % _Households_ with_ l _or _more _persons. 60_ye~~:+.......................................... ··························· ··························· 23% % of population in group quarters 1% UVING ARRANGEMENTS OF '.CHILDREN ::;:::,'('.{(]/: ··:-::</ '• .· .· 25% 49 25 "}\-::::,:, -:::· 39% 42 19 -:•· ·: 12% 36% 2% 21% 10% 15% ········•·················· ··························· 6% 33% 3% 24% 3% 9% ............................ ··•························ 9% 9% 72% 22% 2 42% 47 11 ::."·;::(' .. .. •,•• .•.·,;. '· . .. .• .··••'••·· 14% 59 27 44% 43 13 '::, ,: .•, ·:.. ··•••:t?: 42% 46 12 34% 16% 31% 35% 17% 7% 18% 20% 17% ..................... 9'1o 13% 15% ........................... ··•························ ··························· 27% 39% 23% 28% 20% 28% 17% 22% 7% ...................11% 6% .................... 6% ........................... ··························· 12% 14% 13% 10% 28% 32% 32% 27% ·.· 27% 57 16 22% 55 23 .-;•,•·.: 21% 9% 12% ··························· 32% 22% 10% ........................... 13% 34% 27% 17% 10% 44% 37% 7% 10% 19~ DETROIT SUBCOMMUNITIES I I I 'I I �TABLE 1. GENERAL POPULATION CHARACTERISTICS DAVISON SUBCOMMUNITIES OF DETROIT .. POPULATION~RACE AND HISPANIC ORIGIN .......· ::.:' :::,:. : .. .•·. DELRAY/ SPRNGWLS , DENBY DURFEE EVERGREEN EAST RIVERSIDE FINNEY GRANDMONT ····· . •·. •· 19,660 28,743 22,349 29,470 10,443 35,470 31,196 24,445 6,754 18,160 10,925 1,617 4,100 380 16,144 1,078 12,234 3,022 28,904 8,649 30,891 10,853 14,305 23,128 478 587 90 267 316 86 402 133 194 255 96 91 212 345 106 .. Hispanic ..................................................................................................................... ........................... ............. 6,974 ... ........................... ........................... ··························· ........................... ··························· ··························· 62% 11% % Black 49% 83% 87% 46% 98% 95% 1% 24% 1% 0% 1% 1% % Hispanic 1% 0% Total Population White, non-Hispanic Black, non-Hispanic Other, non-Hispanic AGE CHARACTERISTICS I•·:'.:'.'"=\;:;::t::.:;\ :I/i .:"":::://, H?( :',/:\. -====rm=·-=· •··-•:: ,••·::.::: FAMILY.AND HOUSEHOLD CHARACTERISTICS ·-· 32% 15% 11% 28 : : ·:::,::: \i':":: 1:/_.;t=:: '.::::.:,._._. •·-·'. •• 1 .· : ..,. :-.-:-:-:-::-·-·. 30% 15% 12% 29 ·-·· ❖'· ·-·- 26% 22% 17% 33 -:-::- : .. ·-: ...: 32% 18% 14% 29 % 17 Years and younger % 60 Years and older % 65 Years and older Median Age •. .•. ❖• 34% 13% 9% 27 I ···=-: ... 33% 11% 8% 28 . ..·. .··. •: :;· ... 29% 16% 13% 30 .. .... .. 34% 8% 5% 27 ... : Total Faniilies ............................................................................................................. ............ 4,757 ... ............. 6,806 ... .. .......... 5,526 ... ............. 7,074 ... ............ 2,458 ... ............. 8,781 ... .............7,597 ... ............. 5,942 ... 6,849 10,471 8,312 Total Households 11,837 3,615 11,638 11,389 7,693 27% 21% 22% 28% 18% 13% % Households with head 65 years+ 21% 11% 31% 24% 25% 32% 21% 15% % Households with 1 or more persons 65 years+ 24% 14% 32% 38% 30% 40% 21% 29% 29% 21% .. % .Households. with. 1. or more persons. 60years+.......................................... ··························· ··························· ··························· ··························· ··························· ··························· ··························· ··························· 0% 0% 0% 1% 0% % of population in group quarters 2% 1% 0% LIVING ARRANGEMENTS OF CffiLDREN : -= >t >::.,/tr.,.,. ·=>t •. ::. ·= ,.. ,•::,:-:,: 29% 54 17 % Living with two parents % Living with one parent % Living in other household type HOUSEHOLD TYPE AND RELATIONSHIP(% distrlbutlon) .·. ::,:;::,, . ::•.-:-::-:• •. ·-··= 43% 46 11 ..•.•· 52% 36 12 : : ·: 17% 59 24 3 .. .· ..·. ... · ... =··.······•:•. ·.• 21% 58 21 -: .·' ·- ... ·:: .. ·:• 39% 46 15 48% 40 12 32% 50 19 ·. .. .. 28% 32% 40% 20% Married Couple Household 13% 18% 22% With Child(ren) 7% 15% 14% 18% 13% .. No Children .............................................................................................................. ........................... ........................... ........................... ........................... 35% 27% 21% Faniily, Female Householder 34% 26% 20% 15% With Child(ren) 24% 9% ........................... 7% ........................... 6% ........................... 10% .. No Children .............................................................................................................. ........................... 12% 12% 11% Other Household with 2 or more persons 10% 25% 30% 28% 36% One Person Household WSU/CUS/MIMIC - SEMCC - UCS ·= ·~'-:- .-,:.-.· 24% 36% 39% 33% 12% 22% 21% 20% 12% 14% 18% ........................... ··························· ··························· ...................13% 33% 39% 22% 37% 30% 26% 16% 29% 7% 9% ........................... 6% ..................... 8% ........................... ··························· 11% 10% 12% 10% 27% 21% 27% 19% DETROIT SUBCOMMUNITIES �TABLE 1. GENERAL POPULATION CHARACTERISTICS GRANT SUBCOMMUNITIES OF DETROIT .·. POPULATION, RACE AND HISPANIC ORIGIN : ,. .... ,.: .•. GREENFIELD HARMONY VILLAGE ,:-: . '.· .. INDIAN VILLAGE .·,:• .. .. JEFFRIES KETTRNG/ BUTZEL :-•. ..·. LAFAYETTE .. •;- :•:-~ ·:• MACK . :•'.•. ·,:: ,: 12,427 28,801 35,193 5,439 9,183 31,261 8,514 22,598 3,456 1,559 587 2,333 1,705 1,838 1,268 1,195 8,644 26,871 34,326 2,957 6,942 29,303 7,142 21,150 201 201 115 80 127 117 90 87 126 170 165 69 276 90 136 ........................... 90 ........................... .. Hispanic ..................................................................................................................... ··························· ··························· ........................... ·························•· ··························· ··························· 70% 94% 98% % Black 55% 76% 94% 94% 84% 1% 1% 0% % Hispanic 1% 3% 0% 0% 1% Total Population White, non-Hispanic Black, non-Hispanic Other, non-Hispanic AGE CHARACTERISTICS . . ·"·.··.·.-: · • ·.·:::/:\{.//{ ., \? >Ai........ .•>: ;.;: ;.· •: .;: ...·.·-: ·••,•: : :,:.•:•.,.·.::-· ,·:'. ;.: ·'. 32% 14% 11% 28 % 17 Years and younger % 60 Years and older % 65 Years and older Median Age .· •: 30% 13% 9% 30 1:·r:t . . 30% 14% 9% 29 ·=··-.. 10% 40% 33% 49 ,;. : .<:::::::· ,;.:;:,-·:,:-:-:-: .. .. ·.-:, ... ·:._ FAMILY AND HOUSEHOLD CHARACTERISTICS::.":::(:/·.·...: .-. :.).• ·.•:- .. '\.-... .. } 3,052 7,218 Total Families 8,603 999 ···································································································•·····•···•··························· ........................... ··························· ··························· ··························· 4,341 9,699 Total Households 11,550 •: -- :,: ,; -_ : : 20% 17% 24% 20% 30% 27% .. % Households_ with. 1. or more persons_ 60_ye;~.~±.......................................... ··························· ··························· 0% % of population in group quarters 2% ·•: .. ,,. ·.·,· . ,: Married Couple Household With Child(ren) No Children ........................................................................................................................................... Family, Female Householder With Child(ren) No Children ......................................................................................................................................... Other Household with 2 or more persons One Person Household WSU/CUS/MIMIC - SEMCC - UCS 25% 26% 20% 34 36% 10% 7% 18% 31% 25% 42 .:. 3,241 17% 40% 21% 42% 30% 50% ··························· ··························· 1% 4% I 25 ·, ............ _l,834 ... ............. 6,750 ... ............ _l,827 ... ............. 5,021 ... 7,649 4,307 10,937 4,850 14% 33% 33% 36% 17% 36% 37% 38% 24% 45% ............................ 46% 46% ············· .............. ·············••+.••······· 1% 3% 7% 2% -:• :•. •,•, :•: 36% 48 15 ::: 24% 26% 20% 35 I •• •:❖ ·.• :: ·•··: % Living with two parents % Living with one parent % Living in other household type HOUSEHOLD TYPE AND RELATIONSHIP.(%::distrlbµtion) - - % Households with head 65 years+ % Households with 1 or more persons 65 years+ LIVING ARRANGEMENTS O'fi\ CHILDREN ; /{tf?tit:\:.:: ,: ·'. : 37% 44 19 24% 51 26 ·.··. . ,'.•.•···· 43% 36 21 ··::):-:,:: ;: 34% 36% 29% 20% 18% 20% 14% 5% 16% 16% 15% 15% ........................... ··························· ··························· ··························· 29% 33% 39% 9% 22% 24% 28% 4% 7% .......................... 9% .................. 11 o/'o ..................... 5% ··························· 11% 9% 10% 8% 25% 22% 22% 63% 4 : 20% 61 20 :·'• .. ... ... 15% 55 29 21% 61 18 ,.· .. :, 17% 63 20 ·•.: 12% 21% 6% 8% 6% 13% ............................ ····················•······ 26% 35% 18% 24% 8% 11% ··························· ··························· 11% 12% 51% 33% 18% 15% 10% 4% 8% 11% ··························· ··························· 42% 20% 34% 13% 8% 7% ··············••*••········ ··························· 10% 6% 30% 58% DETROIT SUBCOMMUNITIES I ' " " Ill �TABLE 1. GENERAL POPULATION CHARACTERISTICS MACKENZIE SUBCOMMUNITIES OF DETROIT MCNICHOLS MOUNT OLIVET NOLAN PALMER PARK PEMBROKE PERSHING _,: --• POPULATION, RACE AND HISPANIC ORIGIN .. Hispanic ..................................................................................................................... % Black % Hispanic .::: •,•,•: ··-· : 41,781 1,267 40,135 169 210 Total Population White, non-Hispanic Black, non-Hispanic Other, non-Hispanic AGE CHARACTERISTICS REDFORD ··························· ··························· 96% 1% .. I• 29,650 12,586 15,305 1,382 377 ........................... 97% 0% 1: .•,·•:,• •.• -: -•: 12,777 223 12,403 95 56 52% 1% ...·,: ·- •:·=•-::•·•:.•. : ,· 23,841 2,022 21,425 187 207 21,870 386 21,286 81 117 12,237 2,078 9,812 188 159 22,476 3,223 18,997 110 146 23,443 12,718 9,935 445 345 ··························· ··························· ··························· ··························· ··························· 81% 1% 90% 1% I •.•:•. 98% 1% 85% 1% 43% 1% -.-. -- % 17 Years and younger % 60 Years and older % 65 Years and older 30% 15% 10% 27% 21% 15% 32% 15% 12% 30% 17% 13% 21% 12% 8% 22% 21% 15% 28% 20% 15% 26% 14% Median Age 29 32 28 30 34 37 32 31 FAMILY AND HOUSEHOLD CHARACTERISTICS ,· . 11% ·--· 1 .' ·- ' Total Fainilies ............................................................................................................. .......... 10,293 ... ............. 3,174 ___ .............7,252.... ............. 5,994 ___ .. .......... 2,941.... ............. 5,938 ___ .. .......... 5,732____ ········--···5,748 ___ 14,125 4,722 8,121 10,471 8,163 5,005 7,807 Total Households 9,523 18% 28% 21% 25% 11% 26% 27% % Households with head 65 years+ 18% 22% 32% 30% 24% 15% 29% 31% % Households with 1 or more persons 65 years+ 20% .. % _Households. with. 1_ or _more persons. 60y_e,~-~±.......................................... % of population in group quarters 30% 42% 30% 22% 40% 38% 39% 25% ··························· ........................... ··························· ··························· ........................... ··························· ··························· ··························· 1% 1% 0% 0% 0% 0% 2% 1% 36% 37 26 35% 45 20 54% 35 11 40% 15% 19% 25% 22% ........................... ··························· 27% 14% 36% 16% 20% ........................... 38% ..· • LIVING ARRANGEMENTS OF CHILDREN % Living with two parents % Living with one parent % Living in other household type 23% 21% 46% 55 23 51 28 41 13 26% 54 20 61% 26 13 38% 32% 20% 14% 18% 18% ··························· ··························· 26% 36% 19% 26% 7% ........................... 10% ··························· 11% 9% 26% 23% 41% HOUSEHOLD TYPE AND RELATIONSHIP(% distribution) 29% 26% 13% 10% 16% 16% ........................... ........................... 38% 35% 28% 24% 10% ........................... 11% .. No Children............................................................................................................... ........................... 10% 10% Other Household with 2 or more persons 23% 28% One Person Household Married Couple Household With Child(ren) No Children ........................................................................................................................................ Fainily, Female Householder With Child(ren) WSU/CUS/MIMIC - SEMCC - UCS 5 19% 19% ··························· 31% 18% 9% 16% 21% 12% 11% 5% 10% 6% ··························· ........................... ........................... ··························· 11% 9% 9% 12% 35% 24% 23% 33% DETROIT SUBCOMMUNITIES �- TABLE 1. GENERAL POPULATION CHARACTERISTICS SUBCOMMUNITIES OF DETROIT ROSA PARKS POPULATION, RACE AND HISPANIC ORIGIN<,_.: · ·:•.: \. :: _-'.:'.'':>() ·::' -·-:-::' Total Population 28,986 White, non-Hispanic 662 Black, non-Hispanic 27,795 Other.non-Hispanic 293 ROSEDALE PARK ROUGE .. ·::,:::.,:· ..•·. ·. 19,985 3,937 15,658 213 ST.JEAN ·•· ·-·•: STATE FAIR .-.. TIREMAN UNIVERSITY :-. .•. : :=:~ 24,731 18,698 4,735 376 23,265 662 22,471 55 WINTERHALTER 11,812 5,273 5,980 301 26,325 344 25,770 84 16,692 4,318 10,684 1,451 22,261 218 21,895 71 .. Hispanic ..................................................................................................................... ................ 236 ... .................177... ................ 922....................... 77 ... ................ 258 ... .................127 ...................239 ...................... 77 .. . %Black 96% 79% 19% 97% 51% 98% 64% 99% 1% % Hispanic 1% 4% 0% 2% 0% 0% 1% ...-.-:·:.·.. AGE CHARACTERISTICS ',,,: 26% 24% 18% 33 % 17 Years and younger % 60 Years and older % 65 Years and older Median Age FAMILYANDHOUSEHOLDCHARACTERISTIC:S\•'=(··.:::{J /-: 32% 9% 6% 30 .•.. •'.·•· -: ,<· .. ;.:,::,.· ..( ·••.•:--:-: ;:;-: : . :-:-. I···· .-. -::- 26% 20% 16% 32 t·•: :::- ...., ':'·. :-::-:: 29% 20% 15% 31 .. 36% 12% 9% 26 :fL.·::,: .• ... ·•.•· .. · : :- ·.• :-: 29% 21% 16% 31 .-.•.· 27% 21% 15% 32 12% 25% 20% 38 I ·< .. -:. .. •· .. Total Families 6,654 5,136 6,589 5,257 2,584 6 569 2 065 5 441 Total. Household; .. ····................................................................................................. ...........j 1,686 ... ············· 6,546 ... ............ 9,587 ................ 8,280 ... ............ 3,856 ··· ............. 9:709... ············ 9:578 ................ 8:986··· % Households with head 65 years+ % Households with 1 or more persons 65 years+ 31 % 35% 11 % 14% ...% Households. with. 1. or more persons. 60.years+............................................................ ~}%. ................. )?..'!.~ % of population in group quarters 1% 0% LIVING ARRANGEMENTS OF CHILDREN .·_.;.;:.} :' ? { .. >:}· i.:: 28% 31 % 26% 30% 19% 22% 28% 29% 0% 3% I% ·. :.:': 1% .· .·• : :;>: .· 11 % I% ··-.,: % Living with one parent % Livin~ in other household type HOUSEHOLD TYPEAND RELATIONSHIP (% .distribution) :: 16% 60 24 , 61% 27 12 ·:,,: .· ._ 59% 31 10 16% 59 26 42% 47 11 18% 59 23 25% 55 19 )/ ,:;:.. Married Couple Household With Child(ren) 18% 7% 51 % 32% 46% 21 % 20% 8% 30% 19% 24% 9% 8% 3% % Living with two parents 24% 28% ................. }?.~~ ................. )9% .................. 30% .................. 42% .................. 36% ................. )7% ... } 30% 34% 16 62 22 . •.• 22% 8% F~ft}t:1!:i~•H•~~~h~i•d~~••••••••••••••••••••••••"••••••••••••••••••••••••••••n••••••••••••••••••••••••• ••••••••••••••••••½~:: ••••••• .. ••••••••••ti: ••••••••••••••••••}~: ••••••••• .. •••• . ••ll;; . .•••••••••••••••½li ••••••• .. ••••••••••jl;; ••••••••••••••••••iii •••••••••••••••••••jt:: With Child(ren) 25% 27% 7% ttfNt:::~1d·;·ith·2·;;·~~;~·~~~~~··········................................................. ··················-1·ii ..................... I: ..................iii··············..···~~: .................. iii ···················i·i·: ...................i.1i 24% One Person Household 28% 28% 68% 35% WSU/CUS/MIMIC - SEMCC - UCS 23% 15% 38% 18% 6 11 % 26% 27% 31% 16: DETROIT SUBCOMMUNITIES " �TABLE 2. SOCIAL CHARACTERISTICS CITY OF DETROIT SUBCOMMUNITIES OF DETROIT . PLACE OF BIRTH (% distribution) ·•: .. .. ... ·••:. BAGLEY :·_::· -- BOYNTON BRIGHTMOOR 66% 31 3 ..;,:, ..... ·-· .•. •.••-••.• .· ·'- ·, ; • . ..---:=.· .: ·.-.·.· LANGUAGE SPOKEN IN HOME BY AGE ·(% distribution) . ::·-:.::.:b::_..,..,.-: 51% 14 6 28 382 ':' •::-::•: ··=. 55% 45 1 61% 38 1 70% 28 3 77% 18 4 -:•: :: . .: :? ·-·-·_- 56% 43 1 : 10% 23 15 53 229 -:•:,:.-:•·•:_ ... CENTRAL .,. 74% 24 2 ·o::=:::_:::r·:.·: ::·:::'::: 37% 21 9 33 34,490 1980 or later 1970 to 1979 1960 to 1969 Before 1960 Total Foreign Born BURBANK :, 65% 33 2 ·-:-·-· BROOKS 1-•• -. :,; Michigan Other Native Born Foreign Born YEAR OF ENTRY:(% of Foreign Born) ·,. AIRPORT ·=· 47% 12 6 35 346 6% 55 8 31 65 33% 17 7 43 948 ·=· -:-: 25% 19 7 50 1,225 30% 30 6 34 282 •: . .- - .•. . ·--·• ,: IAge 5 lo 17 years Speak only English Other language, Speak English well 94% 96% 96% 96% 98% 96% 95% 95% 4 5 2 3 3 3 5 5 1 0 1 0 1 1 0 0 ..Do.Not_Speak_English well ................................................................................... .......................... ··························· ........................... ··························· ........................... ··························· ........................... ··························· !Age 18 years and older 92% 96% 92% 97% 98% 95% 92% Speak only English 96% 7 7 4 2 1 5 8 Other language, Speak English well 4 1 0 I 1 1 0 1 Do Not Speak English well 0 .... .. . .. SCHOOL ENROLLMENT:(Persoos·3 years and older) : Preprimary school Elementary or high school % in private school College 18,223 206,424 13% 65,720 431 4,591 5% 727 12% 26 28 HiJ!.h. school .~raduate_or GED ................................................................................ ............................ 25 1 to 3 years of college 10 College graduate 17% 39 27 ··························· 16 2 •.· YEARS OF SCHOOL COMPLETED ( % of persons 25 yrs. +) of-persons 5 years and older) Same house Elsewhere in Michigan Outside Michigan WSU/CUS/MIMIC - SEMCC - UCS •. .. ·,; - 175 1,676 6% 483 283 3,558 17% 1,979 425 4,429 8% 1,188 561 7,933 12% 2,099 562 6,260 18% 1,356 ... .·. 8 years or less 1 to 3 years of high school RESIDENCE IN ·198S (% . •· ,: ··= ..-··=:::;::·••:;•.:-:.<·..·· ·•--:•.·.·•·::_:-::,·. •.· ,·•.· .• ···········••., . 8% 10% 5% 17% 10% 15% 24 28 25 18 26 26 25 ........................... 33 ........................... 33 ........................... 29 ........................... 35 25 ........................... ················'"••········ 25 27 35 25 24 24 7 16 5 5 6 10 •.:;\:'=j- . { .-.·•.•:-:--.-:- - 60% 36 4 64% 33 3 7 205 3,286 8% 1,351 75% 23 2 :·:·:::::,•·.•.·•.. ·.- :::_.;:_ 79% 19 2 39% 55 7 -.~::::.::·:·-•.::._•·:··:-::-:-.-..:·_-: .. .... - .. .··•::, 57% 39 4 . "::: 48% 48 4 56% 41 3 DETROIT SUBCOMMUNITIES �TABLE 2. SOCIAL CHARACTERISTICS CENTRAL BUS. DIST. SUBCOMMUNITIES OF DETROIT .-: PLACE OF BIRTH (% distribution) Michigan Other Native Born Foreign Born YEAR OF ENTRY(%ofForeign Born) 1980 or later 1970 to 1979 1960 to 1969 Before 1960 Total Foreign Born ·-·· CERVENY CHENE .. :-. CODY CLARK PARK .. .. ::: ,· .·.... 31% 22 12 35 437 .::.. :.\./::_;'. f:·::t:=},< Speak only English Other language, Speak English well 67% 66% 32 2 12 34% 16 18 32 370 96% 4 97% 2 . ·····,··=· 50% 18 7 25 2,742 . ·•= 72% 24 3 59% 24 15 .-. \ 1/?}·:··_ t·: ;_ :)\i ___ ?·} ( 64% 33 3 20 .·--- .• •.-:: :• 34% 29 13 25 493 11 .. 92% 7 : : :.. ',; .. 65% 33 .--: .-: 50% 21 9 19 763 29% 6 7 58 308 :=t --: ,;:-:-:•··::•: •.·· ·: 72% 26 2 -: ·:\_ 31% 20 9 40 694 : :: . 72% 21 ·.• 27 2,659 :,•; 61% 35 3 -: -:·-·: 36% 26 1, : ·... _,;:_ 59% 36 5 CONNER CONDON ,: :-: •:,: LANGUAGE SPOKEN IN HOME BY AGE"{% distribution) !Age 5 to 17 years CHADSEY -.•. -'.:-:"":·•·: -: •••• .· ,_.•::•._•;,,,:,:'.c"'.:,•:::•, 96% 3 91 % 8 :: ... Preprimary school Elementary or high school % in private school College YEARS OF SCHOOL COMPLETED".(%_ persons 2S yrs.+) 8 years or less 1 to 3 years of high school of -- -.·-.·-·-:•: ·.· .... :' :-: .-. 60 340 11% 722 323 4,870 15% 1,883 . ·- 386 4,308 17% 954 :-: :-: -.- 278 3,096 6% 592 .:-·::- ::·-, I 95% 5 .. Do Not.S_peak .English well .......................................................................................................Q..........................~.........................?. ......................... 1........................ 2......................... 0 ........................ 2 ................................~ . ... Age 18 years and older Speak only English 92% 96% 69% 93% 59% 93% 88% 96% Other language, Speak English well 7 3 24 6 28 6 9 3 Do Not Speak English well 1 1 6 2 13 1 3 1 SCHOOL ENROLLMENT (Persons-J years and older) 'I ' •, ._.·· 322 3,759 9% 784 415 5,286 16% 1,893 227 2,315 9% 508 898 10,105 8% 1,706 23% 34 9% 30 ··- :- -,_:-:-·.· -. -·- 9% 17 7% 21 20% 30 23% 35 25% 30 6% 20 Hi~h.schoolgraduate . or. GED .......................................................................................................................~. ?........................f.~....................... ~.~ ......................... 22 ......................... 25 .......................34 ....................... 25 ...........................f.~.... . 1 to 3 years of college 23 36 15 15 12 30 15 27 College graduate 32 9 4 4 8 1O 3 5 RESIDENCE IN 198S (1/ hf persons;'S ye= ars=-and olde= r) . Same house Elsewhere in Michigan Outside Michigan WSU/CUS/MIMIC - SEMCC - UCS ·- >< .: -b -:-: -· \l= ,(-· --. ., _//_ ' : : ' 28% 62 10 68% 29 3 8 56% 36 8 ./-/\,/}{': :···,•.·.·<::-·· -:,::-.,·.· 58% 39 3 53% 37 10 54% 42 4 .:) 63% 32 5 53% 43 3 DETROIT SUBCOMMUNITIES " �TABLE 2. SOCIAL CHARACTERISTICS DAVISON SUBCOMMUNITIES OF DETROIT PLACE OF BIRTH (% distribution) . DELRAY/ SPRNGWLS DENBY DURFEE EAST RIVERSIDE EVERGREEN FINNEY GRANDMONT •·,; 67% 23 10 Michigan Other Native Born Foreign Born YEAR OF ENTRY (% '. of Foreign Born) . 1980 or later 1970 to 1979 1960 to 1969 Before 1960 66% 24 9 77% 19 3 67% 32 1 59% 40 1 76% 20 67% 32 2 4 1 22% 18 12% 14 23% 29 26 ,; '• Total Foreign Born 69% 28 51% 16 7 26 1,890 29% 25 12 34 2,450 12% 10 15 64 767 15% 36 6 43 232 21% 26 11 41 123 51 839 88% 10 77% 21 95% 4 97% 3 98% 2 97% 2 8 7 67 1,222 22 306 LANGUAGE SPOKEN IN HOME BY AGE (% distribution) IAge 5 to 17 years Speak only English Other language, Speak English well 96% 4 97% 2 .. Do Not.Speak .English well .......................................................................................................~ ......................... ~......................... ~.......................... Q.........................Q..........................~ .........................Q..........................~ ... . IAge 18 years and older Speak only English 80% 76% 94% 97% 95% 95% 92% 96% Other language, Speak English well 16 19 6 3 4 4 8 3 Do Not Speak English well 4 5 0 0 1 1 1 1 ... SCHOOL/ ENROLLMENT (Persons 3 years and older) Preprimary school Elementary or high school % in private school College . ·- ' • 1: ·-· :~ ' ' ,•. 746 5,556 13% 1,121 448 4,338 26% 1,366 511 5,334 9% 1,671 201 2,545 8% 614 565 8,530 13% 2,580 727 5,738 30% 2,042 536 5 ,738 11% 1,828 16% 32 23% 33 6% 20 13% 29 15% 30 6% 20 7% 19 7% 23 YEARS OF SCHOOL COMPLETED (% of persons 25 yrs. +) 8 years or less 1 to 3 years of high school High.schoolgraduate.or GED .................................................................................................. ?:?........................~? .....................~)........................~~...................... ~} ......................}Q _ 1 to 3 years of college 17 14 31 24 23 32 College graduate 6 3 11 8 9 12 RESIDENCE IN198S (% of persons 5 years and older) Same house Elsewhere in Michigan Outside Michigan WSU/CUS/MIMIC - SEMCC - UCS .: 391 4,275 13% 998 . ·.·..•,·. ·. ~- ·-. . ... ::·:: .-..; :-:-·•: ;- 59% 37 40 53% 4 7 9 52% 44 4 59% 38 3 30 16 ' : ~:'.:.. ,:::-•:•:- 32 9 . :-:-··.,·: -· • ..- .................. ~.?. .......................29 .. . 59% 37 4 61% 36 3 53% 43 4 64% 33 3 DETROIT SUBCOMMUNITIES �TABLE 2. SOCIAL CHARACTERISTICS GRANT SUBCOMMUNITIES OF DETROIT PLACE OF BIRTH (% distribution) GREENFIELD HARMONY VILLAGE INDIAN VILLAGE .--:. ,: . ,; ,; '•'•· -:•> ... ••. ..,··· .':.. • :• ..... :- .... LANGUAGE SPOKEN IN HOME BY AGE (% distribution) ,. 0:: :=_. !Age 5 to 17 years Speak only English Other language, Speak English well 1 :c:.·.... _,.;:-- .. :-.- .· 23% 42 6 28 542 33% 32 9 26 630 1980 or later 1970 lo 1979 1960 to 1969 Before 1960 Total Foreign Born 13% 19 3 65 238 56% 41 2 69% 30 12% 25 17 47 211 33% 20 0 .:·:.-:-•, ··=.·· -:-:•: 19% 30 22 30 226 61% 39 1 61% 37 2 •'• 49% 21 5 25 177 .. 96% 4 87% 11 2 and older) ..·. ,,·. . ::-;.-: ;: 0% 6 11 84 176 . 0 47 85 :· [ •:·· .. Do Not.Speak: _En~lish well ...................................................................................................... }.......................... SCHOOL ENROLLMENT(Persons 3 years 55% 40 4 le" ··:·t 87% 12 !Age 18 years and older Speak only English Other language, Speak English well Do Not Speak English well 63% 36 1 ·-· •. _:,; 65% 33 2 MACK :, .. 70% 24 5 : .-::;"••'"•:·. LAFAYETTE ,: ·.• Michigan Other Native Born Foreign Born YEAR OF ENTRY(% ofForei2n Born) KETTRNG/ BUTZEL JEFFRIES 97% 3 :: 95% 5 .. ·.·.· : 92% 6 ,·• 97% 2 94% 6 99% 1 g.........................Q......................... g........................ 2......................... 0 ....................... o.........................0 ... 96% 4 0 97% 3 1 95% 4 1 94% 6 1 97% 3 0 95% 4 1 97% 3 0 · .· ·-· Preprimary school Elementary or high school % in private school College .; 126 2,493 11% 621 . 578 6,359 16% 2,438 602 7,298 9% 2,363 54 415 27% 534 203 1,388 4% 586 501 5,317 5% 1,498 124 1,019 13% 689 385 5,577 5% 1,174 8% 19 9% 29 6% 14 23% 27 19% 32 12% 14 13% 40 : YEARS OF SCHOOL COMPLETED(% of persons 2S vrs. +) . 8 years or less 1 to 3 years of high school 12% 27 •,· Hi~h.school~r~duate.or.GED .................................................................................................. ~.?. ....................... ?.g.......................~.~ ....................... ~.~...................... ~.?. .......................~?....................... }.~.......................~~···· 1 to 3 years of college 25 32 26 28 17 19 28 18 College graduate 7 12 6 35 9 4 27 3 .. : : I'\}(:_-,._::: -:/· RESIDENCE IN 1985 (o/,,:'Jfpersons S years and oldel'.).:: :- ,. . ,.::){::;.,: Same house Elsewhere in Michigan Outside Michigan WSU/CUS/MIMIC -SEMCC - UCS 57% 39 69% 28 4 3 10 68% 30 2 54% 40 6 59% 37 4 65% 33 3 55% 41 4 59% 38 2 DETROIT SUBCOMMUNITIES I I I 'I ' ' �TABLE 2. SOCIAL CHARACTERISTICS MACKENZIE SUBCOMMUNITIES OF DETROIT PLACE OF BIRTH (%distribution)" . :- .. ··.: . Michigan Other Native Born Foreign Born YEAR OF ·ENTRY (% of Foreign Born) :::::· .- :: :·. :,· ... •.•. • .· ·--:-_•:.--:•.::, '•?-:=: :;:•::' :;:_:= . -·:::•,•. .. .. ·::···-·- ····=····· _,::_./ .. . MCNICHOLS ... 64% 35 1 . : •: 63% 35 2 ._. __ ,· REDFORD . •.• 57% 41 1 68% 30 1 72% 22 4 30% 27 14 29 293 5% 14 6 75 278 29% 13 16 42 1,039 : ;::,:,: -- 11 43 471 . . 37% 7 29 27 143 V'::·'::\:}.,,'·-'.::·: . ·::· PERSHING .· .. 65% 32 3 ',_, .. PEMBROKE . 73% 21 6 59% 40 1 PALMER PARK •,••. : 33% 13 ::•:::--: NOLAN .. •' 1980 or later 1970 to I 979 1960 to 1969 Before 1960 Total Foreign Born LANGUAGE SPOKEN IN HOME BY AGE (% distribution) MOUNT OLIVET •. •~- ,:a: ·- 31% 28 5 36 1,693 ·-·· ·.•.,: .. 46% 15 9 30 466 ...•.•- ::•·· ·- ·--~=··· ···:: ·. ,•. : :-- . .. .... 40% 3 16 40 369 .. ·.· ';::::. ·-::·- . ::· .. ·--· .·-· .--.- .. . ' -: :Age 5 to 17 years Speak only English Other language, Speak English well 97% 96% 91% 97% 96% 97% 98% 95% 3 4 8 2 3 3 2 3 1 1 ........................... 1 ........................... 1 ........................... 0 ........................... 0 0 1 ...[)o Not.S_peak Enslish well .................................................................................. ........................... ··························· ··························· ··························· Age 18 years and older 97% 88% 96% 97% 95% 94% 94% Speak only English 93% 3 3 10 4 2 6 6 Other language, Speak English well 6 0 1 2 1 0 0 1 [)o Not Speak English well 1 .. . . SCHOOL ENROLLMENT {Persons 3 years and older) .. : I .. 602 8,884 10% 2,873 Preprimary school Elementary or high school % in private school College YEARS OF SCHOOL COMPLETED(% of persons 25 yrs.+) 563 6,209 15% 1,471 272 2,451 11% 678 459 4,920 8% 1,328 230 1,992 35% 1,595 225 3,508 15% 2,029 353 4,691 11% 1,379 431 3,673 24% 1,741 ·=· .. ·.· ·-· ·-· ,·•·._. 11% 12% 11% 13% 2% 8% 12% 6% 26 27 24 27 6 20 25 19 30 22 34 13 25 31 32 33 Hi~h.schoolgr~d~.~~~.!?~.GED ................................................................................ ........................... ··························· ........................... ........................... ........................... ........................... ··························· ··························· 27 28 24 30 32 25 25 1 to 3 years of college 30 7 11 6 49 15 4 College graduate 6 12 8 years or less 1 to 3 years of high school RESIDENCE IN 1985 (% of persons S years and older) Same house Elsewhere in Michigan Outside Michigan WSU/CUS/MIMIC - SEMCC - UCS .·,. //\.::=, __ :· ::_:: {;'.,,:;._(:·-"•' ••·,:.••= .-.· I · .. " 66% 31 3 65% 31 3 11 54% 41 5 67% 30 4 60% 35 5 74% 23 3 71% 27 2 55% 39 6 DETROIT SUBCOMMUNITIES �TABLE 2. SOCIAL CHARACTERISTICS ROSA PARKS SUBCOMMUNITIES OF DETROIT PLACE OF BIRTH ( % distribution):: _:}':\(}'· \ff:,-: •: •::::: .. r.,::_:::_··:= _; _ _/_·:n/:.::--::·=: -- ::·:·=:. : -;• ST.JEAN ... 69% 27 3 , 63% 37 0 71% 16 0 13 11 20 442 665 34% } ... .... 15% -: -- 54% 20 26 61% 38 1 :-: 9 66 68 .· 20% 25 20 35 3,056 133 /t .-. .•_:;. - .- .- :._.-::)}'{ .. \' :.:i'.:'::_.;\t ,; ::;: .1:•::::' ·•·.· .·. 60% 39 1 49% 40 11 -·. :-:-·· 53% 35 6 5 10 1,338 .. WINTER· HALTER . 19% 16 15 50 34 ,: .•. .. UNIVER· SITY : . . . .-. ··:\:%: t{. ):)!:{;( ::, :•: . .·. .··•:•·· 79% 15 5 ..... TIREMAN STATE FAIR .. . .. 1980 or later 1970 to 1979 1960 to 1969 Before 1960 Total Foreign Born LANGUAGE SPOKEN INHOMEBY:AGE .(%dlstributl\'>n) ROUGE <:: :-:"· :::•,::-:-:-: 59% 39 2 Michigan Other Native Born Foreign Born YEAR OF ENTRY(% ofForeign Bornf ROSEDALE PARK 1,808 171 3 . .. . -;• .. .::.' ___ 14 68% 5 0 26 72% 10 : .. ·,-·, -. Age 5 to 17 years 97% 96% 3 4 0 0 ...Do Not. _peak _English_wen .................................................................................. ........................... ··························· Age 18 years and older 96% 94% Speak only English 4 5 Other language, Speak English well 0 l Do Not Speak English well Speak only English Other language, Speak English well s SCHOOL.ENROLLMENT (Persons·J years and .older)? 86% 13 2 .. 532 5,362 500 4,653 6% 25% 1,912 _:-: YEARS OF SCHOOL COMPLETED(.% of persons 25 yrs.+)- . ·.,- _: 1,972 96% 3 0 ·.•. ._.::::::,.. 488 3,721 -:· ••:•.•.• ·.::-:-: 36% 1,568 ··························· 98% 2 0 10 •·. :;"}'._: 367 4,695 8% 377 5,356 4% 5% 723 1,364 ;:;:-: =_: /{.}\:(_'' . '.\L. / .. t· 7 3 >.:.\) -:·-:-;- 61% 36 3 63% 33 4 59% 37 4 12 ··- ·:.\. ,.:::tt.· ::{=:{{: 63% 24 14 31 32 22 28 ··························· ··························· 16 22 7 4 ::/ \ 97% 3 0 86% 13 l ·:,::::::.::\. -::::: :-:-::::: 34 54% 40 3 6 259 4,294 80 1,487 8% 4% 1,169 2,395 .. .· 10% 18 24 35 35 27 ··························· ··························· 24 18 96% 89% 3 10 1 1 ........................... ··························· .. 236 2,796 1,175 :,,:.-.-: 16% 3% 31 9 25 20 High_school_graduate_or_GED ................................................................................ ........................... ··························· 21 36 1 to 3 years of college 7 32 College graduate RESIDENCE -IN.1985 (~t of'hersons'"s y~ats aia'<f= older)/=t/ 98% 1 0 65% 25 ·'.•: 8 years or less 1 to 3 years of high school WSU/CUS/MIMIC - SEMCC · UCS 99% 63% 1 35 0 ............................ 0 ............................ 2 ........................... 4 ,- -· Preprimary school Elementary or high school % in private school College Same house Elsewhere in Michigan Outside Michigan 96% 10 30 28 20 ............................ ··························· 24 19 8 19 15 28 ·.· .::0/ •.i,:}> ·. ··:.::t.}'.i{')?' .''\ : . .-: :-: ·c-• 66% 31 3 40% 48 12 ::- ::::· 63% ·.•:-: .. 34 3 DETROIT SUBCOMMUNITIES �TABLE 3. INCOME AND POVERTY CHARACTERISTICS SUBCOMMUNITIES OF DETROIT AIRPORT CITY OF DETROIT -:---··- -: -:··· HOUSEHOLD INCOME(% of households) ,:,;. . ·-· ,:, BAGLEY :, Under $5,000 $5,000 to $9,999 $10,000 to $14,999 $15,000 to $24,999 16% 23% 16 22 11 13 14 16 13 ........................... 10 $25,000_to_$34,999 .................................................................................................... ............................ 14 10 $35,000 to $49,999 10 $50,000 to $74,999 6 2 $75,000 to $99,999 3 1 0 $100,000 or more $18,740 $11,860 Median Household Income $12,460 $22,565 Median Family Income % OF HOUSEHOLDS WITH INCOME FROM .... Earnings Social Security Public Assistance ,: . ...... AVERAGE INCOME BY TYPE ·=·=·-•.·> . . :.{" .. ::·::··- :---,.-,• .-,:-._·.·.•: ·,· : -:-: All persons Persons 65 years of age and older Persons 17 years of age and yowiger ..... .. ·.• • ..·. BURBANK . CENTRAL . 7% 13% 14% 13% 19% 24% 17 16 6 16 14 21 8 12 11 11 11 16 18 16 18 20 17 14 12 ........................... 15 ........................... 11 ........................... 14 ........................... 14 8 ··························· ··························· 14 14 23 13 16 9 17 6 10 9 11 5 8 4 1 2 2 2 3 1 0 1 1 1 $35,515 $20,367 $19,352 $16,010 $21,727 $11,387 $39,275 $25,050 $15,260 $21,482 70% 19% 30% 71% 24% 27% $24,272 $16,590 ·.•: 55% 29% 41% 80% 31% 16% 58% 49% 22% ·• $30,001 $7,363 $4,350 $24,007 $6,723 $4,693 $39,289 $8,194 $4,483 $29,004 $8,209 $3,912 .. : - -;•,•- . •. BROOKS •: •.•.• : Earnings Social Security Public Assistance ,. BRIGHTMOOR : 66% 29% 26% •.,,.:. ·-. ·::::::'c::·· ,:,,:,:-::::,:_\:::. :-·:·· ::. .. •· <·=·=··= POVERTY(% of persons. households and families) . BOYNTON ,:, ···- •. .. 69% 26% 24% 55% 34% 30% -·· $23,507 $7,137 $4,730 $28,518 $7,102 $4,511 $30,819 $8,230 $4,916 $24,089 $6,849 $3,963 32% 13% 47% 39% 27% 52% .•. .· 32% 20% 47% 48% 21% 66% 13% 8% 20% 24% 18% 32% 44% 20% 60% 34% 15% 49% .......................... ........................... ........................... ··························· .......................... ........................... ··························· ····················•··················································································································· ···························· 31% 46% 38% 31% All households Households with householder 65 years + 22% 24% 13% 10% 25% 21% 22% 17% 28% 16% 40% 31% ........................... ........................... ........................... ........................... ··························· ··························· ··························· ········································································································································· ............................ 29% 47% 11% 43% 32% 19% 29% All families Female-headed families with child(ren) WSU/CUS/MIMIC - SEMCC - UCS 57% 72% 13 28% 35% 77% 61% 66% 34% 63% DETROIT SUBCOMMUNITIES �- TABLE 3. INCOME AND POVERTY CHARACTERISTICS CENTRAL BUS. DIST. SUBCOMMUNITIES OF DETROIT HOUSEHOLD INCOME(% of households)Under $5,000 $5,000to$9,999 $10,000 to $14,999 $15,000 to $24,999 $25,000to$34,999 $35,000.to $49,999 ... $50,000 to $74,999 $75,000 to $99,999 $100,000 or more Median Household Income .·-: .·. ,,:: CERVENY .. ,.}h'.1<:} .... · _ ·.' :, 16% 13 8 13 11 10 7 5 $24,770 9% 10 9 14 16 19 16 5 1 $30,317 $40,815 $33,240 17 Median Family Income ,:,: .. :-·:-: CHADSEY .... :.,•:/ CHENE CLARK CODY CONDON CONNER PARK .. ._ ..;, ·:,··•.;:- :::, ..;.;._ , 17% 19 12 18 11 7 2 1 $16,040 24% 26 16 17 8 6 3 1 0 $10,012 $17,905 $11,832 13 •_:\:. ·: .. •: ,·,· -:•_,:··•: .-.-., ....:•: ·.· ::•: ";:-: /":/' ' .::" •:>-·-:, . _::-:-•. 22% 17 14 17 10 7 1 1 $13,680 10% 12 8 18 17 19 11 3 1 $25,392 4 2 1 $11,632 18% 20 11 15 13 12 8 2 1 $15,602 $15,975 $27,400 $14,957 $15,502 11 20% 25 13 15 9 IO r= :\ :.:,:;: :· : ·_: : /. :-: % OF HOUSEHOLDS WITll'INCOME"FROl\t£f': :,.. Earnings Social Security Public Assistance AVERAGE INCOME BY TYPE :(:::;.,:\::::::· :=: ·.·.··.·,· -:;:, .-.-·,•:•.•,•.•.· All households Households with householder 65 years+ .-.· /· :-::-:,:_. 1· 82% 20% 18% 62% 33% 25% ,: .·.···. $43,534 $6,527 $4,259 Earnings Social Security Public Assistance POVERTY(% of persons, householdsand All persons Persons 65 years of age and older Persons 17 years of age and younger 68% 25% 16% $35,696 $7,052 $4,063 families) ..\\f .• 19% 28% 23% ·:· 59% 29% 36% 78% 20% 17% $18,461 $7,206 $4,435 $24,781 $7,270 $4,320 $31,459 $7,201 $4,432 ·. $25,636 $7,662 $4,718 . :-·.. 47% 38% 45% .. WSU/CUS/MIMIC - SEMCC - UCS $23,372 $7,343 $4,703 $26,865 $7,251 $5,147 :, ·.· ":-:- ;.: _:: ;.::•: :"'·_ 21% 20% 29% 37% 15% 55% 51% 29% 68% 44% 22% 61% 25% 18% 34% 21 % 19% 33% ·50·% · 41 % 23% 30% 20% 17% 31 % 19% 17% 33% 25% 40% 23% 42% 44.% 76% 47% 75% 67% Aii..r~i1i;~····· ............................................................................................................. .....................6r~ ..................'is·i-io .................. 3.sr~ . . . . . . . . . .41'i-io .. Female-headed families with child(ren) 67% 18% 40% 51% 39% 39% 18% 40% 14 74% 72% 46% 33% 65% 44% 25% 58% •U••·············«'f~ .... ._ .............43·;;; DETROIT SUBCOMMUNITIES �TABLE 3. INCOME AND POVERTY CHARACTERISTICS DAVISON SUBCOMMUNITIES OF DETROIT HOUSEHOLD INCOME(% of households) ::·· ..-: ·:,•- . ', . ·. : DELRAY/ SPRNGWLS :-,-··· DENBY ·.:: :• ::·::=••'.•.•:':•···· ·• -:- DURFEE -:·::12··. -... ·-,;·;. EAST RIVERSIDE : EVERGREEN FINNEY ..·.-. .. GRANDMONT -: 23% 17% 21% 5% 24% 9% 8% 12% 16 11 21 20 11 18 10 13 7 13 13 10 13 13 9 8 14 16 18 16 16 19 19 17 12 ........................... 12 ........................... 19 11 16 11 15 13 $25,000_to .$34,999.................................................................................................... ··························· ··························· ........................... ··························· ··························· ........................... 10 11 19 11 19 10 18 $35,000 to $49,999 16 16 6 6 13 7 8 14 $50,000 to $74,999 14 1 0 4 2 2 5 4 $75,000 to $99,999 5 0 1 1 2 2 1 2 $100,000 or more 2 $14,457 $13,520 $30,090 $29,135 $13,057 $14,235 $27,187 Median Household Income $24,995 Under $5,000 $5,000 to $9,999 $10,000 to $14,999 $15,000 to $24,999 $16,295 Median Family Income AVERAGE INCOME BY TYPE ---:-·- . .Jtt .fj}/f :::: :•: $17,000 $31,325 .. 61% 34% 30% .. . .. -:· •. 60% 31% 34% ..... 77% 26% 12% $31,192 ••❖ $23,495 $7,502 $4,574 -: .,:-•: 58% 35% 30% -·-· $27,485 .·.··:•:·•· ·= •. 81% 19% 19% 63% 24% 36% 76% 26% 14% ·-·· ·•.·· ...·. 78% 18% 24% .· .. Earnings Social Security Public Assistance All persons Persons 65 years of age and older Persons 17 years of age and yowiger $17,002 •.• •. ::=... :, .· POVERTY(% of person~ households and families) $32,225 •: % OF HOUSEHOLDS WITH INCOME FROM._ Earnings Social Security Public Assistance $17,352 $22,734 $6,954 $4,209 $34,181 $8,114 $4,789 $23,334 $7,413 $3,870 $31,228 $6,652 $4,468 $36,463 $7,203 $4,621 ..: : t:\.•: $35,632 $7,946 $4,523 ·---:-:·-· $33,721 $6,865 $4,461 .. . 41% 21% 60% 38% 16% 52% 16% 9% 27% 39% 23% 57% 43% 26% 58% 22% 17% 31% 20% 9% 31% 28% 18% 38% ·························· ........................... ··························· ··························· ........................... ··························· ··························· ·······················································································•················································· ........................... 37% 38% 13% 41% 20% 40% All households 16% Households with householder 65 years + 24% 19% 11% 25% 29% 18% 9% 26% 18% ........................... ........................... ........................... ··························· ··························· ··························· ··························· ··························· ········································································································································· 38% 35% 14% 41% 20% 35% All families 17% Female-headed families with child(ren) WSU/CUS/MIMIC - SEMCC - UCS 74% 76% 15 39% 65% 68% 44% 51% 25% 50% DETROIT SUBCOMMUNITIES �I TABLE 3. INCOME AND POVERTY CHARACTERISTICS GRANT SUBCOMMUNITIES OF DETROIT .... HOUSEHOLD INCOME(% of households) ...,•.•. :••;,.. : GREENFIELD JEFFRIES . 10% 11% 14 10 9 9 20 15 15 ... ........................... 17 $25,000_to_$34,999.................................................................................................... ....................... 18 19 $35,000 to $49,999 10 15 $50,000 to $74,999 4 4 $75,000 to $99,999 1 1 $100,000 or more $23,537 $28,565 Median Household Income - $26,785 Median Family Income .:;:.;: ·.:: •: ,: _.::::'.•:·:: KETTRNG/ BUTZEL LAFAYETTE MACK ' 15% 8% 14 16 10 12 18 13 15 14 ··························· ··························· 13 13 . ' 2 1 $20,432 23% 21 13 11 15 7 10 ............................ ........................... 7 9 10 5 6 5 0 1 7 0 0 $25,045 $7,172 $11,992 $22,285 $46,457 11 $31,307 •: 31% 30 8 $11,017 : 29% 22 12 15 11 9 ··························· ··························· 8 13 5 10 1 3 0 3 $9,512 $17,897 13% 23 10 14 $15,240 •: 78% 23% 20% 70% 26% 28% 66% 40% 8% 45% 34% 37% $11,420 $32,090 54% 39% 36% . .••. ••. ,: 72% 29% 21% ··, .··•: .·. 54% 22% 47% 59% 40% 15% ·•:-. '. POVERTY (% of persons, oouseholds and "families). All persons Persons 65 years of age and older Persons 17 years of age and younger INDIAN VILLAGE : Under $5,000 $5,000 to $9,999 $10,000 to $14,999 $15,000 to $24,999 % OF HOUSEHOLDS WITH INCOME FROM.- . Earnings Social Security Public Assistance .. .. AVERA GE INCOME u·v TYPK: \:::,: Earnings Social Security Public Assistance HARMONY VILLAGE ::• $31,979 $7,432 $4,252 $35,267 $7,360 $4,125 •. ·~· ..... $29,110 $7,796 $4,580 •: $51,037 $7,371 $4,418 $21,583 $5,713 $3,853 $21,894 $7,068 $3,964 $35,392 $6,509 $3,872 $20,394 $6,023 $4,397 -:•, ,: 26% 10% 41% 22% 15% 32% 30% 18% 44% 13% 17% 23% 51% 50% 65% 42% 28% 59% 24% 31% 37% 54% 33% 66% ··························· ··························· ······················"••·· ··························· ··························· ........................... ··························· ···························•············································································································ ····················•······ 24% 21% All households 29% 52% 13% Households with householder 65 years + 11% 17% 20% 19% 53% 53% 41% 29% 25% 34% .......................................................................................................................................... ··················•········ ........................... ··························· ··························· ··························· ·····················--····· ··························· 24% 20% All families 28% 7% 18% 47% 37% Female-headed families with child(ren) WSU/CUS/MIMIC - SEMCC - UCS 60% 43% 16 53% 40% 68% 63% 40% 35% 51% 74% DETROIT SUBCOMMUNITIES �TABLE 3. INCOME AND POVERTY CHARACTERISTICS MACKEN- MCNICHZIE OLS .-... .-. SUBCOMMUNITIES OF DETROIT HOUSEHOLDINCOME(%·ofhouseholdsf::·· •. . . ,__ ::\··_·:·:'·:·:\::-:, Under $5,000 $5,000 to $9,999 $10,000 to $14,999 $15,000 to $24,999 16% 16 10 15 19% 18 9 20 $25,000. to .$34,999.................................................................................................... ...................~.?. ...................... }.~.... $35,000to$49,999 14 11 $50,000 to $74,999 11 9 $75,000 to $99,999 3 2 $100,000 or more O 1 Median Household Income $19,925 $16,372 $22,345 Median Family Income % OF HOUSEHOLDS WITH INCOME FROM... Earnings Social Security Public Assistance .. ·:: AVERAGE INCOME BY TYPE Earnings Social Security Public Assistance POVERTY(% of persons. households and families) -. ··.= .. _.: :- ·• :: ·'.•: WSU/CUS/MIMIC - SEMCC - UCS 10% 13 12 18 16% 18 11 19 2% 5 7 16 PERSHING -: .. ·.c:•-·= : .....-.. 7% 8 9 18 10% 14 9 18 7% 10 10 19 17 10 3 0 $23,372 12 8 2 1 $17,222 14 18 11 13 $41,017 19 15 6 2 $30,375 17 12 3 1 $23,570 1 $27,300 $26,100 $19,202 $57,890 $35,017 $26,657 $33,667 71% 27% 18% $30,245 $7,889 $4,884 •. .. 65% 35% 28% $26,046 $7,466 $4,152 ·•· 34% 22% 53% 26% 14% 40% 34% 17% 52% 31 % 35% 22% 17% 26% 14% 30% 33% 60% 65% 21 12 4 ..: .. . 92% 16% 6% .. $52,068 $7,973 $4,356 .··-·· ... 78% 34% 14% . . $37,943 $8,030 $4,564 70% 36% 20% $31,207 $7,854 $4,311 80% 22% 11% $32,557 $8,048 $4,811 .. : ,. 17 REDFORD .. .................!.?........................ ~~···· ...................!.1....................... ~~···· ...................~.?. ....................... 16 ... ---- All households........... Female-headed families with child(ren) $27,332 $7,515 $3,872 ·=•: : 33% 17% 49% All famili~s· .......................... 62% 37% 28% 69% 26% 28% All persons Persons 65 years of age and older Persons 17 years of age and younger Households with householder 65 years + . ·.··.::· PEMBROKE ____ :: 1 $27,978 $7,212 $4,276 ,.,: PALMER PARK .-·.. :-.· ·::: ·-: -. ·=··=--··. ... NOLAN :- ,:Jt· ··=:::·., : .. $18,787 MOUNT OLIVET 7% 4% 10% 15% 11% 25% 24% 12% 40% 16% 14% 24% 32'1~· 6% 14% 22% ··········i"4·;;~ 18% 4% 11% 13% 16% 24% 32% 4% 13% 21 % ·············\2·q~ 56% 63% 18% 40% 51 % 39% DETROIT SUBCOMMUNITIES �TABLE 3. INCOME AND POVERTY CHARACTERISTICS ROSA PARKS SUBCOMMUNITIES OF DETROIT ROUGE ROSEDALE PARK .. HOUSEHOLD INCOME(% of households) ·:·.:•.,..::.;\:> .. •.-·\. .. 25% 20 3% 4 13 5 16 9 14 11 $25,000_to _$34,999.................................................................................................... ··························· ··························· 22 9 $35,000 to $49,999 5 26 $50,000 to $74,999 1 11 $75,000 to $99,999 0 5 $100,000 or more $11,432 $43,327 Median Household Income $14,332 Median Family Income % OF HOUSEHOLDS WITH INCOME F·RoM~~~/:;:}: Earnings Social Security Public Assistance AVERA GE INCOME BY TYPE :-:-. ·.•.· _:: ' ,.;;··-·-·-· .. -. ·.•.:•·•'. •.•.•;•·.•;•~•.•·· .. ·.·.·•.<.·,••.:, . ··-·-· 52% 38% 37% -· ?) 90% 18% 8% -. $21,801 $7,379 $3,886 .. $47,514 $8,613 $4,820 -.-:• $30,670 -- .. ... POVERTY(% of persoris. househol°ds'lld·families))(():·,, $47,390 :.-. t/::- : ·.·· UNIVERSITY WINTERHALTER ,,:-· :- 23% 24% 23 24 12 15 16 15 10 9 ........................... ··························· 7 10 5 5 2 1 0 1 $11,427 $10,860 $11,477 $13,632 54% 34% 40% 59% 23% 40% $16,025 $13,795 :-.·--·-:-:::,:-: -::·,,:,_ :-: -:-::•: _::::·:::-,:::-· .. -:•: 22% 32% 27 19 13 13 12 18 7 9 ··························· ··························· 11 5 6 2 2 1 1 1 $13,245 $7,397 54% 36% 35% 46% 32% 30% :-:- :/' $31,836 $8,215 $5,069 $20,538 $6,999 $4,190 .. :,·, I 8% 8% 12% TIREMAN I·-<<·- $13,950 72% 34% 12% .. 44% 24% 63% -.••:• 6% 25% 12 23 8 13 20 16 18 ........................... 10 ·····················•····· 18 8 14 4 3 1 0 1 $26,700 $10,917 . .(Jf.: _..:: ❖_.:_--., : Earnings Social Security Public Assistance All persons Persons 65 years of age and older Persons 17 years of age and younger . •: Under $5,000 $5,000 to $9,999 $10,000 to $14,999 $15,000 to $24,999 STATE FAIR ST.JEAN 14% 7% 21% :•:•: 58% 32% 32% :-' :: $21,428 $7,029 $4,672 $21,742 $7,447 $4,297 \. 47% 28% 62% .. .. $24,528 $7,142 $3,967 $19,739 $6,047 $3,509 ··-: :::~-•:• .. . ·-·,::-:::: .-·' 52% 37% 68% 46% 21% 65% 53% 45% 60% 39% 20% 59% ··························· ........................... ........................... ........................... ........................... ··························· ··························· ·······················································•·························································•······················· ··························· 43% 7% 13% All households 39% Households with householder 65 years + 27% 9% 9% 46% 29% 49% 39% 44% 24% 51% 45% 21% ··························· ··························· ........................... ····•······················ ··························· ··························· ··························· ·················································•························•························•·•··································· ·•························· 39% 6% 12% 36% All families 42% Female-headed families with child(ren) WSU/CUS/MIMIC - SEMCC - UCS 70% 22% 18 44% 68% 50% 68% 42% 71% 38% 67% 66% DETROIT SUBCOMMUNITIES I I - �TABLE 4. LABOR FORCE CHARACTERISTICS CITY OF DETROIT SUBCOMMUNITIES OF DETROIT .. ·. ·.• .. LABOR FORCE CHARACTERISTICS 760,623 417,795 335,462 82,333 843 341,985 20% Total persons 16 years and older Total Civilian labor force Employed Unemployed In Armed Forces Not in labor force April, 1990 Unemployment rate (in%) LABOR FORCE PARTICIPATION RATES .. .: _.._._.•. ·= .. BAGLEY -:·.-.• ·-· ... 12,506 5,800 3,995 1,805 7 6,699 31% -.-_- ,: OCCUPATION (% of employed) ... ·= .. ,; .- •: -·=·· :• -·=·- ·= ·:: -- •: ... . Detroit city Other Detroit PMSA Outside Detroit PMSA WSU/CUS/MIMIC - SEMCC - UCS . .· : •.· BURBANK CENTRAL 18,707 10,687 8,862 1,825 15 8,005 17% 16,679 7,704 5,715 1,989 27 8,948 26% 57% 51% 53% 46% 40% 47% =· 16,934 10,353 8,913 1,440 18 6,563 14% 8,024 3,545 2,922 623 0 4,479 18% 12,656 7,423 5,780 1,643 4 5,229 22% 25,137 14,924 12,003 2,921 36 10.177 20% ·- •. -_-'.: . 61% 56% 74% .. .- 44% 39% 67% 60% 53% 59% 59% 50% 49% ..•...·· 10% 24% 12% 4 4 3 25 32 27 1 0 0 ........................... ··························· ........................... 24 18 25 8 7 IO 16 9 11 7 13 12 15% 12% 4 3 31 29 0 1 ........................... ........................... 19 19 12 9 10 13 11 11 23% 3 2 23 4 ........................... 14 22 5 4 14% 21% 22% 4 6 3 3 23 22 8 6 ........................... ··························· 12 13 18 19 6 6 5 3 16% 16% 14% 23% 2 2 32 28 0 l ··························· ··························· 19 23 12 6 12 11 8 6 ,•: 21% 5 3 19 6 f.~.~~9.?. . ~!:1;5.~ance. and. real ~~.~~-~.......................................................................... .............................. 11 Business, personal & entertainment services 25 Professional services 8 Public administration 4 Other 20% % of workers employed in public sector Manufacturing Transportation Communication and utilities Wholesale and retail trade -- 46% 40% 45% BROOKS : Il'l>USTRY (% of employed) · .. BRIGHTMOOR .... =,::= 19% 3 28 1 Farmin~, _forestry_and.fishing ............................................................................... ............................. 20 Services 9 Precision production, craft and repair 12 Machine operators, assemblers and inspectors 9 Laborers PLACE OF WORK (% of workers) . .. Managers and professionals Technicians Sales and Administrative support . . .·: •. ·=.,_{_.. : 55% 49% 57% All persons 16 years and older All females 16 years and older Females with child(ren) BOYNTON :-· •·• . -.-••• AIRPORT 19% 23% 4 6 4 5 14 15 6 ........................... 7 ........................... 11 15 31 21 11 6 2 3 27% 19% .. : 56% 42 1 61% 39 0 19 61% 37 2 : 21% 4 15% 3 3 3 24 15 7 6 ··························· ··························· 10 14 20 31 7 8 5 4 16% 24% : .. :,.:· ·-····· . 44% 53 3 41% 58 1 46% 53 2 49% 50 1 69% 30 1 DETROIT SUBCOMMUNITIES �l TABLE 4. LABOR FORCE CHARACTERISTICS CENTRAL BUS. DIST. SUBCOMMUNITIES OF DETROIT CERVENY .,. 1-: LABOR FORCE CHARACTERISTICS . ;:f : /~:: Total persons 16 years and older Total Civilian labor force Employed Unemployed In Armed Forces Not in labor force April, 1990 Unemployment rate (in%) LABOR FORCE PARTICIPATION RATES ... ,-<f\}k/,;/:.·· All persons 16 years and older All fem ales 16 years and older Females with child(ren) 1: CHADSEY ... ·,-: CHENE 16,285 10,612 8,761 1,851 17 5,656 17% . 51% 64% 75% 16,052 8,156 6,754 1,402 11 7,885 17% ::: ... 65% 60% 66% 51% 43% 42% ,:. 10,961 3,967 2,540 1,427 12,802 6,197 4,722 1,475 15 6,590 24% 7 6,987 36% :•· =:.r. ·... ·. 36% 32% 40% 47% 4 25 18% 4 30 CONNER .• 8,883 3,870 2,818 1,052 7 5,006 27% .·.. 49% 39% 34% 65% 59% 66% . 14% 3 26 15% 4 20 •: :;,::C 44% 39% 42% ::·'.-: .i .. 11% 1 28 17,379 11,206 9,771 1,435 39 6,134 13% .. .. .•: Managers and professionals Technicians Sales and Administrative support CONDON ........ ·,:,; : .-,• 7,740 3,927 3,607 320 37 3,776 8% CODY .. ..· •· CLARK PARK •·.· 15% 4 29 ·••.. - f -. 13% 1 28 23,604 13,347 9,581 3,766 52 10,205 28% c··· ..-. . ·•: .. 57% 51% 54% . :::.,/?: 16% 3 25 Fanning, .forestry and .fishing,.................................................................................................... o......................... 1.........................1......................... 0 ........................ 1.......................... 0 ....................... o......................... 1.. .. Services 13 18 18 22 17 21 22 22 Precision production, craft and repair 5 9 13 8 11 8 11 9 Machine operators, assemblers and inspectors 4 11 16 15 19 13 11 15 Laborers 2 10 12 11 13 8 12 10 ... .. ... . ···,::INDUSTRY (% of employed) .:\ : ..f).,<,J\t-\?L:_:{ - ,i}. . .. :-. :,::-: ··- ·,·. . . Manufacturing 16% 23% 27% 22% 23% 22% 21% 2610 Transportation 3 6 4 2 5 4 5 5 4 Communication and utilities 3 4 2 2 2 2 4 Wholesale and retail trade 14 17 26 22 21 17 19 21 Finance, insurance and real estate 7 8 5 4 3 7 6 5 Business·. personal·& e~tertainme~t·;~~i~;~··--······························ .. ···· ................................. 'g' ........................9.....................'j"3 ... ·· 10 11 10 14 9 •,•.,·•- Professional services Public administration Other % of workers employed in public sector .; .. Detroit city Other Detroit PMSA Outside Detroit PMSA WSU/CUS/MIMIC - SEMCC - UCS ·:.. ·. ~:•. . 34 12 3 24% 22 8 4 19% 16 3 5 9% 26 8 4 19% 20 6 6 13% 23 lO 3 21% 25 6 3 18% 23 8 3 21% 71% 27 2 54% 44 2 51% 48 2 74% 25 1 65% 33 46% 52 1 2 68% 32 0 61% 39 1 : 20 DETROIT SUBCOMMUNITIES I �TABLE 4. LABOR FORCE CHARACTERISTICS DAVISON SUBCOMMUNITIES OF DETROIT LABOR FORCE CHARACTERISTICS •. : .:· . .. ' " . .. :: ·:: r _._ •• ·.···,·•••• ,-•:.-::: 20,430 10,253 7,701 2,552 0 10,177 ••,•= ,: • II II II II 16,473 10,708 9,412 1,296 29 5,736 12% 7,318 3,964 2,795 1,169 4 3,350 22,610 10,659 7,826 2,833 15 11,936 27% 50% 39% 41% 65% 58% 65% 47% 42% 49% 54% 49% 54% Detroit city Other Detroit PMSA Outside Detroit PMSA WSU/CUS/MIMIC - SEMCC - UCS ~-. ::•;: 55% 44 1 55% 45 1 21 12 5,800 13% 20% 64% 56% 65% 66% 63% 69% .. 21% 21% 5 3 24 29 1 ........................... 0 ........................... 18 22 9 9 9 11 9 9 25% 18% 4 3 27 30 1 0 ··························· ··························· 19 20 9 8 7 12 8 9 : .. 20% . '\t_=: .·. 17,231 11,419 9,085 2,334 ',' 20% 16% 4 3 28 30 1 ........................... 0 ........................... 18 24 7 11 12 9 8 9 19% 5 5 4 3 19 15 7 ........................... 6 ............................ 8 13 22 29 5 7 9 6 5 3 12% 19% 23% .. 5 ·. 65% 61% 69% ,· 4 14% ·.·. .. ,; ,•, PLACE OF WORK (% of workers) .. '. 11% 10% 3 2 25 25 1 1 Farmin~, forestry and .fishing ............................................................................... ··························· ··························· 24 19 Services 10 13 Precision production, craft and repair 16 14 Machine operators, assemblers and inspectors 10 16 Laborers .. ' ' •. : :··.:-::· : : INDUSTRY (% of employed) -··=••. 25% 25% Manufacturing 4 6 Transportation 1 1 Communication and utilities 22 25 Wholesale and retail trade 6 ........................... 4 Finance, insurance and real estate ........................... 12 12 Business, ~~~~~~·&°·~~t~rt·;~~nt services 21 15 Profess1onal services Public administration Other % of workers employed in public sector GRANDMONT 23,081 14,689 12,831 1,858 38 8,354 14% 29% .::=··::.: ...·._ .. : 25,390 16,558 14,262 2,296 18 8,814 ·= . ·.· . 49% 40% 44% -.-- ·.·•· 25% •·. ... FINNEY ; ···::::·::: · =·,~ ,· : EVERGREEN EAST RIVERSIDE ·--: Managers and professionals Technicians Sales and Administrative support II DURFEE ,; ·-· .· .· --~:,:,••. .· DENBY . .•:·:• 25% .. LABOR FORCE PARTICIPATION RATES OCCUPATION :·(% of employed) ;, 13,886 6,837 5,122 1,715 0 7,049 Total persons 16 years and older Total Civilian labor force Employed Unemployed In Armed Forces Not in labor force April, 1990 Unemployment rate (in % ) All persons 16 years and older All females 16 years and older Females with child(ren) •:::. DELRAY/ SPRNGWLS 55% 43 1 65% 34 1 .· .•. 17% 22% 5 5 17% 22% 3 4 4 4 3 4 14 17 19 21 6 6 6 7 ........................... ··························· ··························· ··························· 8 9 9 8 27 33 28 24 7 7 10 8 6 3 5 3 23% 21% 21% 18% .. •.·• ·-·-·-·. : ··--·•..· 70% 29 1 52% 47 2 57% 41 1 52% 46 2 DETROIT SUBCOMMUNITIES �TABLE 4. LABOR FORCE CHARACTERISTICS GRANT SUBCOMMUNITIES OF DETROIT LABOR FORCE CHARACTERISTICS :· .,:: .•,,· HARMONY VILLAGE .•: .... 8,981 5,376 4,588 788 16 3,589 15% Total persons 16 years and older Total Civilian labor force Employed Unemployed In Armed Forces Not in labor force April, 1990 Unemployment rate (in%) All persons 16 years and older All females 16 years and older Females with child(ren) :-:. . 21,233 13,300 11 ,161 2,139 42 7,891 16% JEFFRIES 63% 60% 69% 4,958 2,828 2,639 189 0 2,130 7% 56% 52% 62% ...-. Managers and professionals Technicians Sales and Administrative support 14% 2 28 19% 4 31 LAFAYETTE MACK . • .-;~!.: 7,289 2,953 2,233 720 29 4,307 24% 24,232 10,194 7,049 3,145 21 14,017 31% 15,327 7,421 4,772 2,649 7,328 4,008 3,575 433 0 3,320 11% 7 7,899 36% 41% 35% 47% 14% 3 27 46% 5 32 42% 37% 51% :•: ::: 48% 42% 46% 55% 51% 71% ·.. 22% 6 21 14% 2 27 Farmins, .forestry and .fishing .................................................................................................... o......................... 0 ........................ 1.... ..................... 0 ... .................... 2 ........................ ..1.... Services 17 17 24 8 23 26 Precision production, craft and repair 12 8 7 7 9 6 Machine operators, assemblers and inspectors 19 12 14 2 10 13 Laborers 7 8 9 2 8 11 INDUSTRY ( % of employed) . ·• ·:~ . ·;: . ·.. •. ·. •.·_. 57% 48% 59% ·,••, ..··:-· KETTRNG/ BUTZEL :,· ... ',:'· ·• :f}}t< .: : .... 60% 50% 57% . INDIAN VILLAGE 26,292 14,716 11,148 3,568 6 11,570 24% .. LABOR FORCE PARTICIPATION RATES -,\ ,_.t ::::::.<\ OCCUPATION (% of employed) . GREENFIELD 44% 3 30 12% 2 23 .................... o......................... 0 ... 13 3 3 4 27 11 13 12 :, Manufacturing 28% 21% 23% Transportation 4 6 4 Communication and utilities 3 4 3 Wholesale and retail trade 21 17 17 Finance, insurance and real estate 5 7 5 Business, personal·& e~tertainme~·t·~~~i~~·;······ .. ······....................................... .....................~/·· ····················"g"··· ···········........i'i""... ................. 12% 5 5 14 7 5 14% 3 2 18 5 13 20% 4 2 18 4 13 12% 4 5 10 7 9 19% 6 2 17 4 13 Professional services Public administration 40 8 36 7 27 7 39 14 26 8 22 7 Other % of workers employed in public sector PLACE OF WORK(% ofworkers)_'}'\)} Detroit city Other Detroit PMSA Outside Detroit PMSA WS U/CUS/MIMIC - SEMCC - UCS '':}\:\ ... ·-··•.. ,•, ,·❖ -.·.- .. . ;:: .• .-·.-.-.- 28 7 26 8 1 3 2 4 2 0 5 16% 20% 20% 24% 20% 20% 33% 21% 72% 26 2 67% 32 1 74% 25 <><tt. 51% 46 2 51% 48 2 22 .3 ,:··.· ;;._.;:: :;:~. 60% 38 2 ·-·-·. 70% 27 2 .:: •,· 1 72% 28 0 DETROIT SUBCOMMUNITIES ' ' ' �TABLE 4. LABOR FORCE CHARACTERISTICS MACKENZIE SUBCOMMUNITIES OF DETROIT .. ,:- MCNICHOLS MOUNT OLIVET NOLAN PALMER PARK PEMBROKE PERSHING REDFORD 16,920 9,284 7,756 1,528 8 7,628 16% 17,822 11,933 10,861 1,072 6 5,883 9% :,: LABOR FORCE CHARACTERISTICS 30,853 17,709 13,772 3,937 51 13,093 22% Total persons 16 years and older Total Civilian labor force Employed Unemployed In Armed Forces Not in labor force April, 1990 Unemployment rate (in %) LABOR FORCE PARTICIPATION RATES All persons 16 years and older All females 16 years and older Females with child(ren) OCCUPATION (% of employed) Managers and professionals Technicians Sales and Administrative support .. •:_.•:•• .. ·-:··. :·•-_.•. ._.•:•: __ 9,693 4,923 3,885 1,038 6 4,764 21% ·=.••. ·.•,:: •. ·_-.-.,~. :.. -·-- ·-·-· -- ·.-.- :·, -~= -: . :, 58% 52% 60% ·-• .. ' ::;:::-:-:•. .. -.- -.- 21,211 12,535 10,895 1,640 57 8,619 13% .. 17,437 9,139 7,005 2,134 32 8,266 23% 9,959 7,602 7,123 479 49 2,308 6% 17,671 10,667 9,253 1,414 13 6,991 13% ·-:-. : •.•. ... _,•. :--:. 51% 46% 58% 59% 52% 62% 53% 48% 56% 77% 73% 87% 60% 57% 71% 55% 49% 63% 67% 59% 65% 17% 4 30 13% 4 27 13% 3 28 48% 4 23 25% 3 30 16% 3 29 17% 4 31 ·--:·-,'.- •: •:•.__ •... ·=· 16% 3 29 Farmins, .forestry and .fishing ................................................................................................... 0......................... 0 ........................1......................... 0 ....................... o......................... 0 ....................... o......................... 1... . Services 24 19 19 25 13 16 18 18 Precision production, craft and repair 7 9 11 7 5 7 9 12 Machine operators, assemblers and inspectors 11 13 15 15 4 12 14 9 Laborers 10 9 10 9 3 6 10 8 : INDUSTRY (% of employed) •· Manufacturing 19% 17% 28% 24% 12% 20% 25% 19% Transportation 5 5 5 4 3 5 5 4 Communication and utilities 4 6 3 2 4 3 3 3 Wholesale and retail trade 18 14 19 18 14 16 20 22 Finance, insurance and real estate 7 5 7 7 8 7 5 7 Business, personal & entertainment services 11 11 8 11 9 8 10 1O · Professional services 25 30 20 24 37 28 22 21 Public administration 8 8 7 8 11 11 7 8 Otha 2 4 3 3 2 2 2 4 21% 25% % of workers employed in public sector 17% 27% 21% 25% 17% 17% ,,;;: ·. ·.•,:-· .· _:,:- . -··.. •:;;;: :::;. -••.,: . . PLACE OF WORK . (% of workers) .•. 57% 66% Detroit city 48% 55% 65% 54% 52% 38% 42 33 51 Other Detroit PMSA 43 33 44 48 61 2 0 1 Outside Detroit PMSA 1 2 1 0 1 •.•. ;._ WSU/CUS/MIMIC - SEMCC - UCS ·.• .• 23 DETROIT SUBCOMMUNITIES �TABLE 4. LABOR FORCE CHARACTERISTICS ROSA PARKS SUBCOMMUNITIES OF DETROIT LABOR FORCE CHARACTERISTICS . . .=::: ·.. ::··t:t'.: ._::.:<:{·::i:.\.:.. ~:~. :_.··· (/'\: LABOR FORCE PARTICIPATION RATES ,:: ,r·::::tt&t ::/.,: ·;:-· ·:: ..'.:\(... · 14,508 10,770 9,800 970 29 3,709 26% <:::it: . :•: ./ ·• .. -::_:·::t:J 17% 3 26 1 .. Farmin~. _forestry and _fishin& ................................................................................. ..... ..... .. .. ... .. .····· 28 Services 7 Precision production, craft and repair 9 Machine operators, assemblers and inspectors 11 Laborers .•: ···,:· :\\::.:::.:,:. ·-·· :: ······ Detroit city Other Detroit PMSA Outside Detroit PMSA WSU/CUS/MIMIC - SEMCC - UCS 18,959 11,429 10,289 1,140 .... STATE FAIR 20 7,510 10% ·- 7,931 3,593 2,606 987 0 4,338 34% . 60% 52% 65% WINTERHALTER 15,267 6,745 4,986 1,759 JO 8,512 16,817 8,235 6,238 1,997 8 8,574 .. . 19,473 8,766 6,166 2,600 6 10,701 27% ·.. 30% 26% 42% 36% 43% 45% 42% 53% 44% 39% 48% .. ' 45% 36% 40% 13% 2 27 1 25 .. 5 14 12 ... .·. ·. ::. ' 24% 49% 44% 51% .:,·. .. 19% 12% 3 3 28 27 0 ............................ 0 ............................ 19 25 9 8 8 14 14 11 .•: .. . ·• 34% 15% 4 4 25 31 0 ............................ 1 ........................... 14 19 8 12 8 9 6 8 UNIVERSITY .•: .·. 74% 70% 79% TIREMAN :j 17,513 7,334 4,821 2,513 19 10,160 . ·. 16% 35% 3 6 26 25 0 0 ··························· ··························· 23 16 10 6 14 6 7 5 _c.· Manufacturing Transportation Communication and uti.li ties Wholesale and retail trade Finance, insurance and real estate ....................................................................................................................................... Business, personal & entertainment services Professional services Public administration Other % of workers employed in public sector ··/ ·:,/:})/{/ :; PLACE OF WORK ·('~/ of .. workers) : ., ·... Managers and professionals Technicians Sales and Administrative support INDUSTRY ( % of employed) :::;-:,,.•: 9% 43% 38% 50% -: .: 1/: ·::::::;.:\:::-::::=::::::::: •. ·'.····:·:·:. ST.JEAN : All persons 16 years and older All females 16 years and older Females with child(ren) <;. ROUGE -:•• 22,181 9,530 7,063 2,467 0 12,651 Total persons 16 years and older Total Civilian labor force Employed Unemployed In Armed Forces Not in labor force April, 1990 Unemployment rate (in%) OCCUPATION (% of employe"cl) ROSEDALE PARK 17% 19% 19% 4 4 6 3 5 3 15 13 23 6 7 ··························· ··························· .....................6.... 15 8 12 30 29 18 6 12 8 3 3 5 18% 26% 15% l\t.<. .•. . -:'.·, :-: ·.. :-:::: :: 1\/ .. ··_;:;' .·>:::i-:::: .·.··. 70% 29 1 53% 44 2 24 .··. ·,• .. .. .-.·..•::-:-._.:::• 20% 5 18% 19% 2 5 2 1 3 19 36 17 5 7 ··························· ........................... 13 8 13 26 21 27 6 5 6 4 3 3 20% 15% 22% ..................... s.... :.: ·:c@t:nt ·\:\?Ht t ·: : : : : . )\\ :::::-/):?):. :-: 36% 62 2 10% 3 3 16 5 ·······················•··· .............. 11 . 73% 26 1 54% 46 0 7 2 21% ••,•:•.-·-·· :·::::·.. ·- 60% 39 1 'II 27 44 4 4 23% .. 21% 5 2 16 5 13 I ·:, : . ,.,d 77% 21 63% 36 2 1 DETROIT SUBCOMMUNITIES '- �TABLES. GENERAL HOUSING CHARACTERISTICS SU BCOMMUNITIES OF DETROIT - CITY OF DETROIT . -.. HOUSING UNITS AND TENURE AIRPORT .. ;: :.- ·. - . . .-. BAGLEY i . .-. - --·,;- _. __ ._-_ BROOKS : _,: .· BRIGHTMOOR BOYNTON ••: BURBANK •:,• CENTRAL ' -· Total Housing units 410,027 6,336 3 ,801 7,201 13,812 9,936 7.381 10,616 % Vacant 3% 4% ........................... 9% ........................... 9% 8% ........................... 10% 6% 14% ··························· ··························· ········································································································································· ···························· ··························· ··························· 374,057 5 ,769 7,152 3 ,634 6,633 12,363 Total Occupied housing units 9,365 9,091 197,929 2,981 5,508 2,692 2,743 6,866 Owner-occupied housing units 5,973 2,860 176,128 2 ,788 1,644 942 3 ,890 5,497 Renter-occupied housing units 3.392 6,231 53% 52% 77% 74% 41% 56% % Owner-occupied 64% 31% .. ·- .. ·-· .. ·- ·-· : ..•.·•.·•.· : : -· . ,_.:·;i_.::/L ·--:POPULATION PER HOUSEHOLD ·.· ,··.·· ·-·-·-··-· ·--· 2.7 All Households 3.2 2.9 2.7 2.9 2.9 2.9 2.2 2.9 3.1 3.0 2.8 2.6 2.8 Owner households 2.8 2.7 2.5 3.3 2.6 Renter households 2.6 3.0 2.9 3.2 2.0 ... -.··- VALUE ( % of specified owner.occupied units) ·:: .. -·..·.:·-··- ······20% 44% 2% 44% Under $15,000 14% 16% 13% 32% 28 30 $15,000 to $24,999 10 31 29 39 30 27 26 15 $25,000 to $34,999 27 31 17 34 38 14 16 7 ........................... 43 ........................... 17 8 9 17 8 $35,000_to.$49,?99..................................................................................................... ............................ ··························· ··························· ··························· ··························· ··························· 7 3 6 $50,000 to $74,999 16 1 2 2 10 2 1 $75,000 to $99,999 2 1 0 0 0 6 1 0 0 $100,000 or more 0 0 0 0 4 $25,600 $16,750 $38,055 $26,600 $16,670 $23,760 Median Value $26,675 $21,430 . . ·. ·. . MONTHLY CONTRACT RENT(% of specified renter units) 2 to 4 unit structure 5 to 9 uni t structure 10 to 49 unit structure 50 units or more structure Mobile home or other structure type WSU/CUS/MIMIC - SEMCC - UCS .--- --: 4% 1% 2% 6% 5% 5% 0% 5% 18 28 4 25 4 13 5 30 43 62 25 49 31 33 44 50 ............................ ··························· ··························· ··························· ··························· ··························· ··························· ··········-················ 25 10 57 18 52 42 40 11 6 0 7 11 1 6 10 2 3 0 2 0 1 1 1 1 $265 $231 $330 $241 $316 $297 $301 $224 Less than $1 00 $100 to $199 $200 to $299 $300 to $399 $400 to $499 $500 or more Median Rent STR UCTURE TYPE (% of housing units) Single family home - •.•. . :.\.:: -- ---=··::::• .. , -- .. 60% 22 2 8 6 2 68% 24 1 1 0 5 25 75% 21 0 2 0 1 83% 9 0 0 5 3 ·-·· .. 84% 8 4 3 0 1 ·-:-:·-: :,::,:: ·.··.-·.· : 74% 13 4 8 1 1 80% 15 1 2 0 1 29% 28 6 20 14 2 DETROIT SUBCOMMUNITIES �TABLE 5. GENERAL HOUSING CHARACTERISTICS SUBCOMMUNITIES OF DETROIT CENTRAL BUS. DIST. CERVENY CHADSEY CHENE CLARK PARK CODY CONDON CONNER -- HOUSING UNITS AND TENURE Total Housing units % Vacant ............................................................................................................................................ Total Occupied housing units Owner-occupied housing units Renter-occupied housing units % Owner-occupied .- POPULATION PER HOUSEHOLD All Households Owner households Renter households VALUE (% of specified owner-occupied units) Under $15,000 $15,000 to $24,999 $25,000 to $34,999 6,092 7,521 9,085 6,053 6,968 9,541 11,734 4,894 26% 4% ........................... 11% ............................ 12% 7% 13% 6% 12% ··························· ··························· ··························· ··························· ··························· ··························· 4,527 7,226 8,122 5,330 6,087 8,999 10,888 4,328 342 4,970 4,523 1,908 2,403 5,060 5,238 2,019 4,185 2,256 3,599 3,422 3,684 5,650 3,939 2,309 8% 69% 56% 36% 39% 48% 56% 47% --- - ,.,•: ,••. .... · .. · ,•: - :-. -- 1.4 1.5 1.4 3.0 3.2 2.7 ·.••<·· :, 2.7 2.7 2.8 2.8 2.6 2.8 .·. ·-:,· . ,•, 2.8 3.0 2.7 ·:.: ...•.•, ,,.·,·, ..• 2.7 2.9 2.5 2.7 2.7 2.7 3.4 3.4 3.3 10% 4% 57% 65% 20% 55% 10% 72% 8 20 33 22 37 29 29 18 2 42 8 8 27 37 9 6 2 .... .... .. .. ..... ...27 2 2 4 12 20 2 $35,000_to.$49,999 ................................................................................................... ........................... ... .. . ··························· ··························· ··························· ·····················--····· ··························· ··························· 7 $50,000 to $74,999 6 0 1 2 3 3 1 0 $75,000 to $99,999 1 0 1 0 0 0 0 71 $100,000 or more 0 0 0 0 0 0 1 $159,400 $31,230 Median Value $13,184 $11,474 $13,604 $23,460 $27,850 $10,394 . -- MONTHLY CONTRACT RENT(% of specified renter units) Less than $100 $100 to $199 $200 to $299 ··············································•·························································································· $300 to $399 $400 to $499 $500 or more Median Rent STRUCTURE TYPE (% of housin2 units) · Single family home 2 to 4 unit structure 5 to 9 unit structure 10 to 49 unit structure 50 units or more structure Mobile home or other structure type WSU/CUS/MIMIC - SEMCC - UCS ): ,:\\/ -'-'.-: .· : . .· -: 7% 1% 1% 8% 0% 2% 3% 3% 10 3 19 43 6 25 5 41 12 ........................... 28 61 41 66 55 51 18 ···········•··············· ··························· ··························· ··························· ··························· ··························· ··························· 21 58 17 6 35 6 56 s 13 8 1 1 3 1 17 0 37 2 0 1 1 0 1 2 $400 $322 $250 $197 $284 $226 $209 $341 .. .>t::::r:::::::::' '?: :::::.)<( ..... ·.·. 1% 4 4 18 73 2 78% 11 1 9 0 1 26 56% 40 1 1 0 3 37% 54 3 2 2 3 .-• :::::[\(} ... ·:=:::~:?.. ·.· 40% 37 4 12 5 2 ······· 74% 8 3 10 3 2 53% 36 2 3 4 3 68% 23 2 5 0 2 DETROIT SUBCOMMUNITIES I �TABLE S. GENERAL HOUSING CHARACTERISTICS DAVISON SUBCOMMUNITIES OF DETROIT HOUS~G UNITS AND TENURE. .. ·.•. ·-··· DENBY DURFEE EAST RIVERSIDE EVERGREEN FINNEY GRANDMONT :: .. :- ·;:•/ DELRAY/ SPRNGWLS Total Housing units 7,387 11,540 8,708 13,196 4,236 12,184 11,985 8,196 % Vacant 7% 9% 5% 10% 15% 4% 5% 6% ........................................................................................................................................ ······················································ ······················································ ······················································ ························-····························· Total Occupied housing units 6,849 10,471 8,312 11,837 3,615 11,638 11,389 7,693 Owner-occupied housing units 4,054 4,731 6,154 4,604 1,740 7,869 7,834 4,667 Renter-occupied housing units 2,795 5,740 2,158 7,233 1,875 3,769 3,555 3,026 % Owner-occupied 59% 45% 74% 39% 48% 68% 69% 61 % ·-•-•.• POPULATION PER HOUSEHOLD : ••:• ._..· •,• :. .. : -:-. .. •·•·· •.•,•- ...·.....· All Households Owner households Renter households VALUE (% of specified owner-occupied units) 2.9 2.7 3.2 :< :.\:.-./ : ... ..::. ·.... ·: :::.;: .. · · Under $15,000 $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 $100,000ormore Median Value 2.7 2.9 2.6 2.7 2.8 2.5 2.5 2.7 2.3 ·· 52% 33 4 1 0 O $14,309 4% 24 51 18 2 0 O $28,875 2% 23 53 19 2% 24 64 9 1% 3 22 53 19% 30 21 15 11 3 1 $25,465 MONTHLY CONTRACT RENT(% of specified renter units) $400 to $499 $500 or more Median Rent WSU/CUS/MIMIC - SEMCC - UCS 2 O $252 .. :-· :-: .•: .. ::} .·.. : . 23% 28 21 15 9 2 2 $24,635 6% 24 34 26 9 1 0 $30,845 ,••: :•· ,,: ._.;.. ::. :: 0 0 $229 18 4 $344 3% 21 65 11 1 O $235 .... ·.-..· : 2.7 2.7 2.8 3.2 3.3 3.0 .. ,: .... -:. . Less than $100 $100 to $199 $200 to $299 $300 to $399······························.. STRUCTURE TYPE (% of housing units) Single family home 2 to 4 unit structure 5 to 9 unit structure 10 to 49 unit structure 50 units or more structure Mobile home or other structure type 3.0 3.0 2.9 ::.•: 58% 34 6 1 0 0 O $12,809 10 2.9 2.9 2.9 7% 18 31 28 14 1 0 $32,610 10% 27 29 22 10 .. 1 0 $29,480 0% 4 29 42 1% 4 43 . -::/\/ . 6% 26 49 15 3% 7 20 52 3 1 $232 17 3 $339 19 5 $336 ·· ·······43···· 7 2 $302 . ·:-· .. ·'•···· ·-·· •,••·:•: . :, 78% 18 1 0 0 2 52% 33 2 8 3 2 27 82% 9 3 6 0 1 30% 44 3 20 1 47% 39 2 6 2 6 0 86% 5 3 4 2 1 77% 20 0 2 0 1 73% 19 1 5 0 1 DETROIT SUBCOMMUNITIES �TABLE 5. GENERAL HOUSING CHARACTERISTICS GRANT SUBCOMMUNITIES OF DETROIT HOUSING UNITS AND TENURE . . .· ,, ... ·•:•· GREENFIELD HARMONY VILLAGE INDIAN VILLAGE JEFFRIES KETTRNG/ BUTZEL LAFAYETTE MACK ..·._•: 4,590 5% 4,341 2,856 1,485 66% 10,128 4% 9,699 6,664 3,035 69% 12,399 7% 11,550 6,916 4,634 60% 2.9 2.9 2.8 2.9 3.0 2.8 3.0 3.1 2.9 1.6 2.1 1.4 Under $15,000 $15,000 to $24,999 $25,000 to $34,999 $35,000to$49,999 $50,000 to $74,999 18% 35 31 13 3 5% 23 36 25 9 .. 16% 36 30 13 4 7% 51 % 49% 2% 39% 5 21 29 6 34 2 10 11 14 18 3 10 6 32 7 15 ········ .............8......................... 3 ··· .................. 23···· ..................... 2 · $75,000 to $99,999 $100,000 or more Median Value 0 O $24,230 Total Housing units % Vacant Total Occupied housing units Owner-occupied housing units Renter-occupied housing units % Owner-occupied POPULATION PER HOUSEHOLD All Households Owner households Renter households VALUE (% of specified owner-occupied units) .... }.,., ., . , ,,,., .. · ....· ,•.•· . :. / 1 O $31,015 1% 5 35 45 $400to$499 $500 or more Median Rent WSU/CUS/MIMIC - SEMCC - UCS 12,059 9% 10,937 4,750 6,187 43% 2.1 2.6 1.9 2.7 2.9 2.5 5,307 9% 4,850 · 992 3,858 20% 9,192 17% 7,649 2,638 5,011 34% 13 2 $321 '':?. •:.. :,,:,:.,... ·=·:":':/· •'•.· .·.·.· 1 O $24,405 24 43 $92,575 1.7 2.0 1.7 2.9 3.2 2.8 ·· 1 O $14,789 1 1 $15,215 16 7 $47,255 0 0 $17,890 ·.•,; Less than$100 $100 to $199 $200 to $299 s3oo to $399 2 to 4 unit structure 5 to 9 unit structure 10 to 49 wiit structure 50 units or more structure Mobile home or other structure type 6,046 29% 4,307 878 3,429 20% ·-••: MONTHLY CONTRACT RENT(% of specified renter units) STRUCTURE TYPE (% of housing units) Single family home 3,539 8% 3,241 1,006 2,235 31 % 6% 9 24 45 13 2 $320 1% 2% 21% 6% 15% 2% 10 11 37 36 19 27 53 20 24 47 13 59 32···· ................... 19 ..................... io·· ....................... s" ..................... ii.........................i'i' .. . 3 1 $279 :,:::.... ·• - .,.._ 5 11 37 $380 3 2 2 $179 $214 ·.• 85% 6 1 4 4 1 11 0 3 5 1 28 70% 24 1 2 0 2 15% 3 13 66 17% 24 9 20 28 2 2 1 O O $228 .. ·•·· . 78% 12 21 $315 -.-.:-: •: 43% 37 2 9 6 3 1% 30 7 16 43 3 41% 31 4 19 3 2 DETROIT SUBCOMMUNITIES Ill �TABLE 5. GENERAL HOUSING CHARACTERISTICS SUBCOMMUNITIES OF DETROIT .,.. HOUSING UNITS AND TENURE Total Housing units % Vacant Total Occupied housing units Owner-occupied housing units Renter-occupied housing units % Owner-occupied POPULATION PER HOUSEHOLD MACKENZIE ·.•.·. ·: .•:· •,·: -: ·--:.·:'·:.· t .... All Households Owner households Renter households VALUE . (% of specified owner--occupied units) Under $15,000 $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 or more Median Value STRUCTURE TYPE (% of housing units) Single family home 2 to 4 unit structure 5 to 9 unit structure 10 to 49 unit structure 50 units or more structure Mobile home or other structure type WSU/CUS/MIMIC - SEMCC - UCS ,: 15,058 6% 14,125 8,051 6,074 57% ...... ·-}::._:· ..· :. · :. :. : .Y< ·· MONTHLY CONTRACT RENT(% of specified renter units) Less than $100 $100to$199 $200 to $299 $300 to $399 $400 to $499 $500 or more Median Rent MCNICHOLS \\:\ ,. MOUNT OLIVET NOLAN 11,080 5% 10,471 7,216 3,255 69% ..):. . 8,673 6% 8,163 5,174 2,989 63% .. 2.7 2. 7 2.7 17% 35 24 16 6 1 2.9 2.8 3.1 28% 31 17 14 8 1 10% 38 37 12 2 0 29% 40 19 8 3 1 O O O O $24,275 $21,445 $25,335 $19,735 · 1% 8 55 33 2 O $278 1% 16 58 21 4 1 $257 0% 4 35 48 11 2 $317 69% 21 59% 31 2 6 0 2 2 7 5 0 2 2 29 2.4 3.1 1.6 .,., . . . 1% 14 57 25 2 1 $268 ····••:-:••. 2 5,321 6% 5,005 2,813 2,192 56% }'/'.: ·:: 2.8 2.8 2.8 .'.: .. •: PEMBROKE PERSHING REDFORD 8,109 4% 7,807 5,746 2,061 74% 10,014 5% 9,523 5,440 4,083 57% I< 5,168 9% 4,722 2,653 2,069 56% 2.9 3.0 2.9 PALMER PARK 80% 10 1 84% 12 0 2 2 1 8,365 3% 8,121 6,157 1,964 76% t\·./,. 2.7 2.8 2.5 ,,-:, (..,.., 5% 18 28 32 14 ·· 2 1 $34,675 0% 1 16 57 1% 11 37 33 ···\,.:" . t··•:··--· 54% 9 2 29 6 1 :: .-.• 17% 39 28 12 4 0 0 $23,700 9% 20 32 27 · ····· 10 ··· .. 82% 12 1 4 0 1 1 O $31,660 6% 1% 9 4 39 11 40···· ···················s"i···· 15 2 $301 . ... :: .•. 2.4 2. 7 2.1 , 0% 1 3 9 33 26 27 $77,725 20 6 $354 2.8 2.8 3.0 5 1 $291 28 5 $372 ·.· : 90% 5 1 3 0 1 69% 4 2 15 10 1 DETROIT SUBCOMMUNITIES �TABLE 5. GENERAL HOUSING CHARACTERISTICS ROSA PARKS SUBCOMMUNITIES OF DETROIT . HOUSING UNITS AND TENL'RE ROSEDALE PARK ROUGE ST.JEAN .. ·. 13,087 TIREMAN UNIVERSITY WINTERHALTER 1: :•:-: Total Housing units STATE FAIR 6,801 9,928 9,221 4,356 10,769 9,991 12,423 3% 10% ........................... 11% 10% 10% 23% ··························· ··························· ··························· ··························· ··························· 6,546 9,587 8,280 3,856 9,709 8,986 9,578 5,625 7,341 3,496 1,369 4,807 3,517 236 921 2,246 4,784 2,487 4,902 9,342 5,469 86% 77% 42% 36% 50% 39% 2% :: .. --~ )( :.:.. ... '· ........ . .. ·•· ..·.·- ..,, 3.0 2.6 2.7 3.0 2.7 2.4 1.6 3.1 2.5 2.9 3.1 2.7 2.7 2.3 2.7 2.8 2.6 3.0 2.7 2.3 1.5 .- ·.- 4% 11% ........................... .... %.Vacant .................................................................................................................. ........................... 11,686 3,849 7,837 33% Total Occupied housing units Owner-occupied housing units Renter-occupied housing units % Owner-occupied POPULATION PER HOUSEHOLD All Households Owner households Renter households VALUE (% of specified owner-occupied units) Under $15,000 $15,000 to $24,999 $25,000 to $34,999 -:•:'. .~;-. -: .. •.• • -:=::) :::.;; - •. 2.4 2.7 2.3 .. .j\j .. ,. 32% 1% 11% 53% 53% 43% 23% 18% 39 6 37 28 28 29 36 17 15 18 36 10 9 13 21 13 9 33 14 5 4 17 5 12 $35,000_to $49,999 ................................................................................................... ........................... ··························· ··························· ··························· ··························· ··························· ·························-· ··•························ 4 33 $50,000 to $74,999 3 2 3 9 2 31 1 7 $75,000 to $99,999 0 1 2 1 0 8 1 2 $100,000 or more 0 1 1 1 0 2 $19,145 $45,385 Median Value $25,595 $14,069 $14,234 $24,690 $16,590 $37,500 I MONTHLY CONTRACT RENT(% ofspecified renter units) I -: ·= .'. 6% 1% Less than $100 1% 3% 2% 1% 2% 9% 29 $100 to $199 2 4 31 17 21 31 25 51 $200 to $299 19 16 57 61 64 57 39 ··························· ........................... ··························· ······················································•·················································································· ··························· ··························· ........................... ··························· ··························· 10 46 $300 to $399 49 7 12 18 17 9 2 $400 to $499 20 27 I 1 3 0 6 2 $500 or more 12 3 1 0 1 0 3 $224 Median Rent $356 $366 $222 $238 $258 $226 $229 STRUCTURE TYPE (% of housinJ.t units) Single family home 2 to 4 unit structure 5 to 9 unit structure 10 to 49 unit structure 50 units or more structure Mobile home or other structure type WSU/CUS/MIMIC - SEMCC - UCS ·)}{ ··.·. •2.• .. ··•-: . . •.·.·· :-:-: •. .·,•.· : ,: 26% 46 3 93% 3 1 3 0 1 13 10 3 30 93% 4 0 2 1 1 45% 35 1 14 3 2 58% 30 1 5 4 2 .· .., .. 54% 38 2 4 0 2 .· 2% 10 9 34 43 2 34% 49 2 11 2 2 DETROIT SUBCOMMUNITIES �TABLE 6. SELECTED HOUSING CHARACTERISTICS CITY OF DETROIT ISUBCOMMUNITIE OF DETROIT AIRPORT BAGLEY BOYNTO BRIGHTMOOR BROOKS BURBANK CENTRAL YEAR MOVED INTO UNIT (% OF HOUSEHOLDS) 18% 25 14 20 12 11 1989 to March 1990 1985 to 1988 1980 to 1984 1970 to 1979 1960 LO 1969 1959 or earlier Median year moved into unit . . 17% 20 14 24 18 7 1982 8% 12 10 13 23 9% 16 11 23 38 3 1980 . - VEHICLES AV AI LAB LE (% of households) . 34 1973 18% 27 15 24 6 10 29% 35 12 10 6 8 1983 1986 1963 22% 33 13 13 6 12 22% 26 17 11 10 14 1985 1984 .. 33% 39 21 7 None One Two lnree or more 46% 35 15 5 15% 42 30 14 26% 40 23 11 30% 41 22 8 29% 46 19 5 27% 38 26 9 52% 33 11 4 12% 41 40 7 10% 32 47 12 35% 21 21 22 ;. :'\UMBER OF BEDROOMS(% of housing units) - INone or One Two lnree Four or more 17% 32 39 12 9% 37 38 16 2% 25 57 15 9% 31 50 10 12% 1% 1% 8% 1% 0% 15% 0% 0% 1% 1% 0% 4% 1% 1% 9% 2% 1% 7% 1% 1% 6% 2% 1% 12% 61% 17 22 52% 16 32 62% 17 21 57% 18 26 62% 17 21 63% 17 20 64% 16 20 52% 19 30 14% 9 26 41 10 1% 16 22 43 18 16% 38 25 17 4 .. : 18% 13 26% 18 69 56 44 39 5 HOUSING U1'ITS WITH SELECTED CHARACTERISTICS % of units without complete plumbing % of units that are condominiums % of households reporting no telephone SELECTED MONTHLY OWNER COSTS AS A % OF HOLSEHOLD INCOME IN 1989 (% of owners) Less than 20 percent 20 to 29 percent 30 percent or more - . - GROSS RENT, INCLUDING UTILITIES(% of renters) 10% 20 27 33 8 Less than $200 $200 to $299 $300 to $399 $400 to $599 S600 or more GROSS RENT AS A% OF HOUSEHOLD INCOME .. IN 1989 (% of renters) Less than 20 percent 20 to 29 percent 30 percent or more WSU/CUS/MIMIC - SEMCC - UCS 4% 24 33 34 6 0% 5 24 57 14 5% 6 25 56 8 16% 19 30 29 5 .. ·•:·· •.•··· I,: 26% 18 56 18% 11 71 31 37% 24 38 24% 24 52 25% 13 61 . ·.-::-;.; ,·•,: •. 29% 20 51 -... _ DETROIT SUBCOMMUNITIES �TABLE 6. SELECTED HOUSING CHARACTERISTICS YEAR MOVED INTO UNIT (% OF HOUSEHOLDS) ·.- ~-. . ..·-: ----~- .•:- •._._ .• ;. ·,: .. :::,;•, .. Less than 20 percent 20 to 29 percent 30 percent or more , .. •.· .. ::>::::. <· .. ·. ·-:,·,; •,,· . it : : 1985 17 1985 58% 29 10 2 42% 36 15 6 16% 48 27 9 .•. •.·:·-·' :- 10% 26 53 11 7% 34 41 18 ·..· :,:·, 48% 34 13 5 38% 36 19 7 12% 33 34 22 12% 33 40 15 2% 0% 15% 1% 0% 10% ·,••. 12% 36 34 19 24% 24 31 22 2% 1% 18% 2% 1% 20% 15% 34 46 4 . . ,; 1% 0% 3% 0% 0% 10% 0% 1% 5% ·,•: 'II I .·,: 0% 33 67 62% 16 22 65% 15 20 54% 15 31 68% 13 20 0% 6 30 49 15 5% 25 37 30 4 18% 29 27 20 6 10% 36 30 21 3 .• 63% 16 21 64% 15 20 58% 17 24 5% 16% 28 27 24 6 2% 15 27 46 10 ·. -: :f))\[:t:::: -.• 1985 1981 •.• .· .. . :. ' . ..·. 19% 14 16 17 35 .. 11 1982 26% 30 20 19 2 4 16% 24 13 16 12 20 17 5 9 : Less than $200 $200 to $299 $300 to $399 $400 to $599 $600 or more ... .. 19 20% 32 i ..·.• ·--· ·- .-.-:.•:•.· ..- I .::=··:· 27% 25 15 14 8 11 CONNER CONDON ··•.•:•· .. GROSS RENT, INCLUDING UTILITIES.(% of renters). CODY .· .. •: 1:· .. 30% 43 21 6 .-.- . .•, 1: 18% 24 15 13 •. ,• 2% 5% 13% SELECTED MONTHLY OWNER COSTS AS A .%·Of ,., HOUSEHOLD INCOME IN 1989 (% of owners) . ::::·'.::·:..:_ WSU/CUS/MIMIC - SEMCC - UCS 20% 39 29 12 :-: % of units without complete plumbing % of units that are condominiwns % of households reporting no telephone Less than 20 percent 20 to 29 percent 30 percent or more CLARK PARK ,:-: 73% 19 6 2 HOUSING UNITS WITH SELECTED CHARACTERISTICS :-, IN 1989 (% of renters) ,··· - ._.-.- None or One Two Three Four or more 1982 ..: 42% 41 15 1 NUMBER OF BEDROOMS (% of housing units) . 21% 24 13 15 8 20 1980 ·:::.··· :-· None One Two lnree or more GROS$ _RENT AS A % OF HOUSEIIOLD lNCOM.E t CHENE .- -~_.;, 15% 22 14 40 7 2 1986 :.-:. .·-~ .:: CHADSEY ·::: 31% 36 20 10 2 1 1989 to March 1990 1985 to 1988 1980 to 1984 1970 to 1979 1960 to 1969 1959 or earlier Median year moved into unit VEmCLES AVAILABLE ( % of households) CERVENY CENTRAL BUS. DIST. SUBCOMMUNITIES OF DETROIT .·.·.· =:i; ,ii!ltt' .., 37% 25 38 .· 33% 19 48 32 .. · .. •:::::., 1:: :-:::: .·-:::.:·· ,. 31% 12 57. .· ,::::::: ;:'.:: 20% 15 65 5 26 52 12 :r:=·:::::' :- ,· ·--: . :r::::,·· ,:••. :1:.:;:J\::.::• . . :::::.:- 21% 12 67 ~- ?:llti: .: ):: , ltt::. ·<. 1 . 33% .. •,·, . ·.·, . 20% 24 14 43 66 •.•. 19% 12 69 DETROIT SUBCOMMUNITIES I " �TABLE 6. SELECTED HOUSING CHARACTERISTICS DAVISON SUBCOMMUNITIES OF DETROIT ,;,;- YEAR MOVED INTO UNIT (% ·oF HOUSEHOLDS) ·- 17% 26 14 14 12 18 •,•,•- .-:-··. ,: 1985 NUMBER OF BEDROOMS(% of housin2 units) .· ····:... ·:,:, . -:--: •. ·.. •..·. ., EAST RIVERSIDE •'.•:·--········ . . EVERGREEN -.. ·:-.·- 22% 22 11 13 13 18 1985 .. GRANDMONT . . .. .-.. .. . 15% 27 17 34 3 5 1982 1982 FINNEY ,: 18% 26 14 24 10 8 ·-· 18% 30 14 18 7 13 1982 15% 44 30 11 •· .. .... 16% 23 15 37 6 3 1984 1981 •.• ::;: .. 39% 38 18 5 39% 40 16 5 •'•· DURFEE 18% 32 14 18 6 11 : None One Two Three or more •:·-··••:·• 25% 28 12 13 10 13 1982 ... .- ,.: DENBY ... ·. .•.·-·•-•, 1989 to March 1990 1985 to 1988 1980 Lo 1984 1970 to 1979 1960 to 1969 1959 or earlier Median year moved into unit VE HICLES AVAILABLE (% of households) DELRAY/ SPRNGWLS 44% 38 13 5 42% 35 19 5 18% 41 29 12 16% 43 31 11 25% 38 26 10 22% 26 39 13 11% 38 37 14 7% 27 59 7 5% 35 48 12 9% 27 50 14 :,-:•,: .- .. 5% 43 39 14 None or One Two Three Four or more 16% 35 34 15 11% 33 47 10 -: HOUSING UNITS WITH SELECTED CHARACTERISTICS 1% 0% 9% % of units without complete plumbing % of units that are condominiums % of households reporting no telephone 1% 0% 18% ·-·-· SELECTED MONTHLY OWNER COSTS AS A ~ OF HOUSEHOLD INCOME.IN 1989 (% of owners) •.•.•-·--··-·· Less than 20 percent 20 to 29 percent 30 percent or more .. . ... ,;, : 0% 1% 2% 1% 0% 12% 0% 0% 11% 1% 1% 2% 0% 1% 4% 1% 0% 3% 61% 14 25 67% 15 18 64% 18 18 59% 15 26 56% 17 27 61% 18 20 61% 18 21 60% 15 26 13% 18 26 37 6 9% 35 31 23 2 1% 6 36 46 12 7% 38 31 21 3 8% 26 28 32 6 5% 5 18 52 20 2% 7 26 51 15 1% 7 34 45 13 GROSS RENT, INCLUDING . UTILITIES (% of renters) " Less than $200 $200 Lo $299 $300 Lo $399 $400 lo $599 $600 or more GROSS RENT AS A% OF HOUSEHOLD.INCOME .,._ I N 1989 (% renters) .. : . . .. . . .. . . .: ...:1/=L, of Less than 20 percent 20 to 29 percent 30 percent or more WSU/CUS/MIMIC - SEMCC - UCS :. .. ·•· l e: -: '': ... 22% 13 65 24% 13 63 33 .. ..·::·::·- .. :··:· ,_":'.:?= .•'. -: .-:== .• __ 26% 16 58 ,:·- •.-:·-:·-•. -., ... 24% 13 63 -::'./ :,•:• ;::,:::- : : __;;: .... . ... : 24% 13 63 23% 20 56 ❖ :-:=· -: ·.. ~= ,: 29% 27 44 30% 20 50 DETROIT SUBCOMMUNITIES ~~ -- �TABLE 6. SELECTED HOUSING CHARACTERISTICS GRANT SUBCOMMUNITIES OF DETROIT GREEN- FIELD YEAR MOVED INTO UNIT (% OF HOUSEHOLDS) 1989 to March 1990 1985 to 1988 1980 to 1984 1970 to 1979 1960 to 1969 1959 or earlier HARMONY VILLAGE INDIAN VILLAGE JEFFRIES KETTRNG/ BUTZEL :• 12% 22 18% 27 Median year moved into unit 16% 16% 22% 19 10 33 23 20 20 5 6 19 19 10 8 1984 1983 17 17 7 14 17 38 8 24 30 4 2 1983 1980 1977 LAFAYETTE MACK ,_. ,: 16% 22 13 14 18 21% 21% 30 25 21 21 18 26 7 6 17 3 1 1985 1980 . :: VEHICLES AVAILABLE (% of households) 25% None One Two Three or more 19% 43 28 11 41 24 10 30% 42 57% 48% 37% 54% 37 8 4 1 3 46 16 1 29 20 33 9 NUMBER OF BEDROOMS(% of housing units) ,:.. ·,. 12 ........ ..... 10% 9% 33 36 50 8 44 10 . 27% ,·. None or One Two Three Four or more 1984 53 17 11 . 8% 34 40 52% 26% 17% 52% 28 13 30 32 22 31 18 45 18 10 8 4 :"•, 23% 36 31 14 2 10 HOUSING UNITS WITH SELECTED CHARACTERISTICS % of units without complete plumbing % of units that are condominiums % of households reporting no telephone 0% 1% 1% 1% 1% 1% 1% 1% 0% 12% 1% 1% 4% 0% 18% 1% 5% 3% 6% 1% 17% 12% 3% 17% 66% 21 13 51% 13 36 29% 14 15% 31 27 23 SELECTED MONTHLY OWNER COSTS AS A % OF HOUSEHOLDINCOME IN 1989 (% of owners) . Less than 20 percent 20 to 29 percent 30 percent or more GROSS RENT~ INCLUDING UTILITIES(% of renters} Less than $200 $200 to $299 $300 to $399 $400 to $599 $600 or more GROSS RENT ASA % OF HOY.S~HOLD1NCO¥E IN 1989 (% of renterS) ··· .·. ,~; Less than 20 percent 20 to 29 percent 30 percent or more WSU/CUS/MIMIC - SEMCC - UCS 63% 16 60% 55% 58% 55% 58% 20 16 26 17 21 20 29 16 29 15 27 11 % 42% 22 25 17 14 26 17 27 4 6 24 16 1% 12% 8 6 30 57 16 52 13 6 2% 15 13 30 43 12 27 21 25 16% 4 .. :,: . -.- .- . .. ·-· . •: : ::... 32% 16 52 24% 25 52 34 25% 16 30% 21% 23% 29 59 42 25 54 19 58 31% 31 38 ' 19% 17 64 DETROIT SUBCOMMUNITIES 'I II �TABLE 6. SELECTED HOUSING CHARACTERISTICS MACKENZIE SUBCOMMUNITIES OF DETROIT MCNICHOLS MOUNT OLIVET PALMER PARK NOLAN PEMBROKE PERSHING REDFORD YEAR MOVED INTO UNIT (% OF HOUSEHOLDS) · 17% 18 1989 to March 1990 1985 to 1988 1980 to 1984 1970 to 1979 1960 to 1969 1959 or earlier Median year moved into unit 11% 20 23 32 22 18 14 12 25 10 3 1978 1984 1974 18% 14% 33 13 22 4 16 21 19 21 12 21 6 15 1979 1976 1985 13 26 16 20% 29 9% 16 11 13% 22 9 9 13 15 19 1977 23% 27 14 20 7 9 1985 VEHICLES AVAILABLE (% of households) None One Two Three or more NUMBER OF BEDROOMS (% of housing units) 33% 32% 36 22 9 41 21 6 12% 12% 13% 42 30 16 42 33 12 8% 36 41 14 27% 18 31 35 56 9 50 10 1% 1% 0% 4% 0% 0% 0% 2% 0% 2% 0% 1% 2% 4% 2% 4% 62% 20 19 62% 65% 67% 17 16 21 20 17 16 7% 10 27 47 8 4% 3 31 53 9 38% 18 25 44 41 21% 45 30% 40 25 23 9 6 9% 39 41 10 12% 29 49 10 1% 0% 5% 1% 0% 7% 6% 57% 17 59% 18 63% 62% 13 26 24 17 20 22% 43 26 8 13% 43 30 13 ,: None or One Two Three Four or more 34 42 12 4% 21 34 5% 23% 27 43 8 HOUSING UNITS WITH SELECTED CHARACTERISTICS % of units without complete plumbing % of units that are condominiums % of households reporting no telephone 0% SELECTED MONTHLY OWNER COSTS AS A % OF HOUSEHOLD INCOME IN 1989 (% of owners) Less than 20 percent 20 to 29 percent 30 percent or more GROSS RENT, INCLUDING UTILITIES(% of renters) ..;·.:,: . 2% Less than $200 $200 to $299 $300 to $399 $400 to $599 $600 or more GROSS RENT AS A .% OF HOUSEHOLD INCOME".:)< ... IN 1989 (% of renters) .. .. : "'.:.: · Less than 20 percent 20 to 29 percent 30 percent or more WS U/CUS/MIMIC - SEMCC - UCS 25 18 31 42 6 :: .-. • ·..: 3% 20 29 39 37 41 5% 14 28 45 9 10 9 1% 11 0% _:;•:•❖' ,•• 12 26 51 9 46 38 6 1:- •:· 2% 9 · .. --._.-:: {\ L .. •. 25% 23% 14 63 15 60 35 26% 19 18% 15 55 67 45% 24 31 45% 16 39 34% DETROIT SUBCOMMUNITIES �TABLE 6. SELECTED HOUSING CHARACTERISTICS s ROSA PARKS BCOMMUNITIES OF DETROIT YEAR MOVED INTO UNIT (% OF HOUSEHOLDS) 1982 13% 28 ,.· STATE FAIR TIREMAN UNIVERSITY WINTERHALTER 17 32 5 5 1982 .. 16% 25 9 15 21 14 1980 28% 28 18 16 3 6 1980 1985 17% 20 20% 23 12 15 20 10 29% 34 17 14 4 2 11 12 18 22 1978 1986 1981 - ·;<···• :: •. 50% 36 11 3 None One Two Three or more NUMBER OF BEDROOMS (% of housing units) · 14% 25 11 13 10 26 ,• •.• ST.JEAN .· 19% 22 15 14 14 15 1989 to March 1990 1985 to 1988 1980 to 1984 1970 lO 1979 1960 to 1969 1959 or earlier Median year moved into unit VEHICLES AVAILABLE (% '·ofhousebolds) ROUGE ROSEDALE PARK 7% 37 41 15 13% 42 33 12 53% 32 11 4 44% 39 6% 33 56 5 0% 0% 3% .. -:·-?' ·-:-, :-·. None or One Two Three Four or more 20% 32 36 11 3% 17 62 18 1% 2% 12% 0% 0% 2% HOUSING UNITS WITH SELECTED CHARACTERISTICS 5 44% 35 17 5 65% 30 4 1 46% 36 14 5 19% 31 34 16 21% 36 29 14 8% 35 43 14 69% 21 7 3 21% 34 37 8 2% 1% 16% 1% 1% 11% 1% 0% 10% 3% 2% 24% 1% 1% 10% 12 '••. •. -~-. .· % of units without complete plwnbing % of units that are condominiwns % of households reporting no telephone SELECTED MONTHLY OWNER COSTS AS A % OF HOUSEHOLD INCOME IN 1989 (% of owners) .·---~- .. Less than 20 percent 20 to 29 percent 30 percent or more . . •..· " 58% 15 28 65% 21 15 68% 16 15 53% 19 28 52% 21 27 54% 14 31 83% 0 18 56% 14 29 17% 27 28 23 4 2% 2 26 42 28 1% 4 18 61 16 10% 33 27 26 4 12% 18 31 34 6 6% 26 30 32 6 32% 7% 33 31 25 4 GROSS RENT, INCLUDING UTILITIES(% of renters) Less than $200 $200 to $299 $300 to $399 $400 to $599 $600 or more GROSS RENTAS A %_OF HOUSEHOLJ.)JNC9ME L~ 1989 (% of renters) .. -·-·--· ... -· .. . ••.•-•.• Less than 20 percent 20 to 29 percent 30 percent or more WSU/CUS/MIMIC - SEMCC - UCS }?\:(: ,·. --~:-: .. . -••: .. .. ·.•.· •'· . ,:: .. \,:/:/':•: . 34 ,•·•:•· ;. 20 12 1 ,,: ' ,: : }t/t : ·::::::-;. 26% 17 57 36 33% 25 32% 21 41 47 'I 'I . 18% 15 67 18% 15 68 18% 11 72 25% 21 55 .•.:::.· .. 'I 'I I :: \] . . . 24% 17 59 DETROIT SUBCOMMUNITIES II �GLOSSARY II ABILITY TO SPEAK ENGLISH - Represents the person's own perception about his or her ability to speak English or, because census questionnaires are usually completed by one household member, the response may represent the perception of another household member. (For more information, see "Language Spoken At Home.") (2) an academic program primarily in the arts and sciences, and the course work is transferable to a bachelor's degree. Some examples of professional degrees include medicine, dentistry, chiropractic, optometry, osteopathic medicine, pharmacy, podiatry, veterinary medicine, law, and theology, but specifically exclude barber school, cosmetology, or other training for a specific trade. AGE -The age classification is based on the age of the person in completed years as of April 1, 1990. Data on age are used to determine the applicability of other questions for a person and to classify other characteristics in census tabulations. Age data are needed to interpret most social and economic characteristics used to plan and examine many programs and policies. (Review of detailed 1990 information shows that a number of respondents tended to provide their age as of the date of their completing the questionnaire, not their age as of April 1, 1990. It is likely that approximately 10 percent of persons in most age groups are actual! y 1 year younger.) EMPLOYED - All civilians 16 years old and over who were either (1) "at work" - those who did any work at all during the reference week as paid employees, worked in their own business or profession, worked on their own farm, or worked 15 hours or more as unpaid workers on a family farm or in a family business; or (2) were "with a job but not at work"-those who did not work during the reference week but had jobs or businesses from which they were temporarily absent. The reference week is the calendar week preceding the date on which the respondents completed the questionnaire or were interviewed by enumerators. (For more information, see "Labor Force Status" and "Unemployed.") BEDROOMS-The count of rooms designed to be used as bedrooms. That is, the number of rooms that would be listed as bedrooms if the house or apartment were on the market for sale or rent. Included are all rooms intended to be used as bedrooms even if they are currently being used for some other purpose. EDUCATIONALATTAINMENT(YearsofSchoolCompleted)The highest level of school completed or the highest degree received. The category, "Associate degree" includes persons whose highest degree is an associate degree either in (1) an occupational program that prepares them for a specific occupation, and the course work may or may not be creditable toward a bachelor's degree, or WSU/CUS/MIMIC-SEMCC-UCS FAMILY HOUSEHOLDS (FAMILIES)- Consist of a householder and one or more other persons living in the same household who are related to the householder by birth, marriage or adoption. All persons in a household who are related to the householder are regarded as members of his or her family. A household can contain only one family for census purposes. The number of family households always equals the number of families; however, a family household may also include non-relatives living with the family. Families are classified by type as either a married-couple family or other family, which is further classified into "male householder" (a family with a male householder and no wife G-1 SUBCOMMUNITY PROFILES �GLOSSARY present) or "female householder" (a family with a female householder and no wife present). from the count of occupied housing units as a result of the weighting process. GROSS RENT - Monthly contract rent plus the estimated average monthly cost of utilities and fuels, if these are paid by the renter. Gross rent is intended to eliminate differences which result from varying practices with respect to the inclusion of utilities and fuels as part of the rental payment. Renter units occupied without payment of cash rent are shown separately as "No cash rent" in the tabulations. HOUSING UNIT- Includes a house, an apartment, a mobile home, a group of rooms, or a single room that is occupied (or, if vacant, is intended for occupancy) as separate living quarters. Separate living quarters are those in which the occupants live and eat separately from any other persons in the building and which have direct access from outside the building or through a common hall. GROSS RENT AS A PERCENTAGE OF HOUSEHOLD INCOME IN 1989 - A computed ratio of monthly gross rent to monthly household income. Units for which no cash rent is paid and units occupied by households that reported no income or a net loss in 1989 comprise the category "Not computed." HISPANIC ORIGIN-Persons of Hispanic origin are those who classified themselves in one of the Hispanic origin categories listed on the questionnaire-"Mexican," "Puerto Rican," or "Cuban"as well as those who indicated that they were of "other Spanish/ Hispanic" origin. Persons of Hispanic origin may be of any race. HOUSEHOLD- Includes all the persons who occupy a housing unit. Persons not living in households are classified as living in group quarters. The occupants may be a single family, one person living alone, two or more families living together, or any other group of related or unrelated persons who share living arrangements. In sample tabulations, the count of households may differ WSU/CUS/MIMIC-SEMCC-UCS INCOME IN 1989 - Information on money income received in the calendar year 1989 was requested from persons 15 years and over. "Total income" is the algebraic sum of the amounts reported separately for wage or salary income; net nonfarm self-employment income; net farm self-employment income; interest, dividend, net rental or royalty income; Social Security or railroad retirement income; public assistance or welfare income; retirement or disability income; and all other income. "Earnings" is defined as the algebraic sum of wage or salary income and net income from farm and nonfarm self-employment. Receipts from the following sources are not included as income: money received from the sale of property (un,ess the recipient was engaged in the business of selling such property); the value of income "in kind" from food stamps, public housing subsidies, medical care, employer contributions for persons, etc.; withdrawal of bank deposits; money borrowed; tax refunds; exchange of money between relatives in the same household; gifts and lump-sum inheritances, insurance payments, and other types of lump-sum receipts. (For more information, see. "Public Assistance Income," and "Social Security Income.") Income ofHouseholds - includes the income of the householder and G-2 SUBCOMMUNITY PROFILES I ' I' I ' �GLOSSARY -II II - all other persons 15 years old and over in the household, whether related to the householder or not. Because many households consist of only one person, average household income is usually less than average family income. Income of Families - includes the income of all members 15 years old and over in each family summed and treated as a single amount. INDUSTRY - The industry classification system developed for the 1990 census consists of 236 categories for employed persons, classified into 13 major industry groups. The classification was developed from the 1987 Standard Industrial Classification (SIC) Manual published by the Office of Management and Budget, Executive Office of the President. Census data, collected from households, differ in detail and nature from those obtained from establishment surveys. Therefore, the census classification system, while defined in SIC terms, cannot reflect the full detail in all categories. LABOR FORCE (EMPLOYMENT) STATUS - All persons classified in the civilian labor force plus members of the U.S. Armed Forces (persons on active duty with the United States Army, Air Force, Navy, Marine Corps, or Coast Guard.) (For more information, see "Employed" and "Unemployed.") LANGUAGE SPOKEN AT HOME - Persons who spoke a language other than English includes only those who sometimes or always spoke a language other than English at home. It does not include those who spoke a language other than English only at school or limited to only a few expressions or slang. (For more information, see "Ability to Speak English.") WSU/CUS/MIMIC-SEMCC-UCS MORTGAGE ST A TUS - "Mortgage" refers to all forms of debt where the property is pledged as security for repayment of the debt, including deeds of trust, trust deed, contracts to purchase, land contracts, junior mortgages and home equity loans. A mortgage is considered a first mortgage if it has prior claim over any other mortgage or it is the only mortgage on the property. All other mortgages (second, third, etc.) are considered junior mortgages. A home equity loan is generally a junior mortgage. (For more information, see "Selected Monthly Owner Costs.") NATIVITY - Information on place of birth and citizenship were used to classify the population into two major categories: native and foreign born. Native includes persons born in the United States, Puerto Rico, or an outlying area of the United States. The Native population is classified in the following groups: persons born in the state in which they resided at the time of the census; persons born in a different state, by region; persons born in Puerto Rico or an outlying area of the U.S.; and persons born abroad with at least one American parent. Foreign born includes persons not classified as "Native." NONF AMIL Y HOUSEHOLD- Inctudes a householder living alone or with non-relatives only. OCCUPATION - The occupational classification system developed for the 1990 census consists of 501 specific occupational categories for employed persons arranged into 6 summary and 13 major occupational groups. The classification was developed to be consistent with the Standard Occupational Classification (SOC) Manual: 1980, published by the Office of Federal Statistical Policy G-3 SUBCOMMUNITY PROFILES �- GLOSSARY and Standards, U.S. Department of Commerce. OCCUPIED HOUSING UNIT - A housing unit is classified as occupied if it is the usual place of residence of the person or group of persons living in it at the time of enumeration, or if the occupants are only temporarily absent; that is, away on vacation or business. OWN CHILD-A never-married child under 18 years who is a son or daughter by birth, a stepchild, or an adopted child of the householder. "Related children" in a family include own children and all other persons under 18 years of age in the household, regardless of marital status, who are related to the householder, except the spouse of the householder. OWNER-OCCUPIED HOUSING UNIT - A housing unit is owner-occupied if the owner or co-owner lives in the unit even if it is mortgaged or not fully paid for. PER CAPITA INCOME - The mean income computed for every man, woman, and child in a particular group. It is derived by dividing the total income of a particular group by the total population of that group. PLACE OF BIRTH - Respondents were asked to report the U.S. state, commonwealth or territory, or the foreign country where they were born. Persons born outside the United States were asked to report their place of birth according to current international boundaries. POVERTY STATUS IN 1989 - Poverty status was determined for WSU/CUS/MIMIC-SEMCC-UCS all persons except institutionalized persons, persons in military group quarters and in college dormitories, and unrelated individuals under 15 years old. These groups were excluded from the numerator when calculating poverty rates. Poverty statistics were based on a definition originated by the Social Security Administration in 1964 and modified by federal interagency committees in 1969 and 1980 and prescribed by the Office of Management and Budget. The income cutoffs used by the Census Bureau to determine the poverty status of families and unrelated individuals included a set of 48 thresholds arranged in a two-dimensional matrix consisting of family size cross-classified by presence and number of family members under 18 years old. The average poverty threshold for a family of four persons was $12,674 in 1989. PUBLIC ASSISTANCE INCOME - Includes: ( 1) supplemental security income payments made by Federal or State welfare agencies to low income persons who are aged (65 years old or over), blind, or disabled; (2) aid to families with dependent children; and (3) general assistance. Separate payments received for hospital or other medical care (vendor payments) are excluded from this item. RACE-The concept of race as used by the Census Bureau reflects self-identification; it does not denote any clear-cut scientific definition of biological stock. The data for race represent self-classification by people according to the race with which they most closely identify. Furthermore, it is recognized that the categories of the race item include both racial and national origin or socio-cultural groups. The Census Bureau recognizes that there are persons who do not identify with a specific racial group, and thus the 1990 race question G-4 SUBCOMMUNITY PROFILES I �GLOSSARY included an "Other race" category with provisions for a write-in entry. of enumeration. The question included instructions to "include only nursery school, kindergarten, elementary school or a college degree" as regular school. Persons indicated they were enrolled by marking one of the questionnaire categories for either "public school, public college" or "private school, private college." A public school is defined as "any school or college controlled and supported by alocal,county, State or Federal Government." Schools supported and controlled primarily by religious organizations or other private groups are defined as private. Persons who were enrolled in school were classified as enrolled in "preprimary school," "elementary or high school," or "college" according to their response to question 12 (years of school completed or highest degree received). RE FEREN CE WEEK- The data on labor force status were related to the reference week; that is, the calendar week preceding the date on which the respondents completed their questionnaires or were interviewed by enumerators. The week is not the same for all respondents since the enumeration was not completed in one week. The occurrence of holidays during the enumeration period could affect the data on actual hours worked during the reference week, but probably had no effect on overall measurement of employment status. RENTER-OCCUPIED HOUSING UNIT - All occupied housing units which are not owner-occupied, whether they are rented for cash rent or occupied without payment of cash rent, are classified as renter-occupied. RESIDENCE IN 1985 - The questionnaire asked for the state (or SELECTED MONTHLY OWNER COSTS - The sum of payments for mortgages, deeds of trust, contracts to purchase, or similar debts on the property; real estate taxes; fire, hazard, and flood insurance on the property; utilities; and fuels. It also includes, where appropriate, the monthly condominium fees or mobile home costs. (For more information, see "Mortgage Status.") foreign country), county, and place of residence on April 1, 1985, for those persons reporting that on that date they lived in a different house than their current residence. Residence in 1985 is used in conjunction with location of current residence to determine the extent of residential mobility of the population and then resulting redistribution of the population across the various states, metropolitan areas, and regions of the country. of selected monthly owner costs to monthly household income in 1989. The data are tabulated separately for specified owneroccupied units, condominiums and mobile homes. SCHOOL ENROLLMENT-Persons were classified as enrolled SOCIAL SECURITY INCOME - Includes Social Security pen- in school if they reported attending a "regular" public or private school or college at any time between February 1, 1990, and the time sions and survivors benefits and permanent disability insurance payments made by the Social Security Administration prior to WSU/CUS/MIMIC-SEMCC-UCS SELECTED MONTHLY OWNER COSTS AS A PERCENTAGE OF HOUSEHOLD INCOME IN 1989-Thecomputedratio G-5 SUBCOMMUNITY PROFILES �-Ill Ill GLOSSARY housing units, both occupied and vacant, are counted. Stores and office space are excluded. I -Unit, Detached - a one-unit structure detached from any other house; that is, with open spaces on all four sides. Mobile Home or Trailer - both occupied and vacant mobile homes, to which no permanent rooms have been added, are counted in this category. Mobile homes or trailers used only for business purposes or for extra sleeping space and mobile homes or trailers for sale on a dealer's lot, at the factory, or in storage are not counted in the housing inventory. deductions for medical insurance, and railroad retirement insurance checks from the U.S. Government. Medicare reimbursements are not included. SPECIFIED OWNER-OCCUPIED HOUSING UNITS- Includes only one-family houses on less than 10 acres without a business or medical office on the property. The data for "specified" units exclude mobile homes, houses with a business or medical office, houses on 10 or more acres, and housing units in multi-unit buildings. (For more information, see "Value.") SPECIFIED RENTER-OCCUPIED HOUSING UNITS PAYING CASH RENT- Includes all renter-occupied housing units except one-family houses on 10 or more acres. Housing units that are renter-occupied without payment of cash rent are excluded. (For more information, see "Contract Rent.") UTILITIES - The questionnaire asked for the yearly cost of utilities (electricity, gas, water) and other fuels (oil, coal, wood, kerosene, etc.). These yearly amounts are divided by 12 to derive the average monthly cost and are then included in the computations of "gross rent" and "monthly owner cost." Costs are recorded if paid by or billed to occupants, a welfare agency, relatives, or friends. Costs that are paid by landlords, included in the rent payment, or included in condominium or cooperative fees are excluded. UNEMPLOYED- Civilians 16 years old and over are classified as unemployed if they (1) were neither "at work" nor "with a job but not at work" during the reference week, and (2) were looking for work during the last four weeks, and (3) were available to accept a job. Also included as unemployed are civilians who did not work at all during the reference week and were waiting to be called back to a job from which they had been laid off. (For more information, see "Employed" and "Labor Force Status.") VALUE- Value is the respondent's estimate of how much the property (house and lot, mobile home and lot, or condominium unit) would sell for if it were for sale. The lowest value category collected was "less than $15,000." When the median value for an area falls within this category it is reported as $14,999. (For more information, see "Specified Owner-Occupied Housing Units.") UNITS IN STRUCTURE (Structure Type) - A structure is a separate building that either has open spaces on all sides or is separated from other structures by dividing walls that extend from ground to roof. In determining the number of units in a structure, all WSU/CUS/MIMIC-SEMCC-UCS VEHICLES AVAILABLE - The number of passenger cars, vans, and pick-up or panel trucks of one-ton capacity or less kept at home and available for the use of household members. Vehicles kept at G-6 ~ - - - - - - - - - = = --- SUBCOMMUNITY PROFILES - -• II - "II II -II II II �II I I I I I I a person 16 years old or over who had served (even for a short time) but is not now serving on active duty in the U.S. Army, Navy, Air Force, Marine Corps, or the Coast Guard, or who served as a Merchant Marine seaman during World War II. Persons who served in the National Guard or military Reserves are classified as veterans only if they were ever called or ordered to active duty not counting the 4-6 months for initial training or yearly summer camps. All other civilians 16 years old and over are classified as nonveterans. I YEAR HOUSEHOLDER MOVED INTO UNIT - Refers to the year of the latest move of the householder. If a householder moved • • back into a housing unit he or she previously occupied, the year of the latest move was reported. The intent is to establish the year the present occupancy by the householder began. The year that the householder moved in is not necessarily the same year other members of the household moved, although in the great majority of cases an entire household moves at the same time. II II II II II GLOSSARY floors were in place used. home but used only for business purposes are excluded. the category "1989 or March 1990" was VETERAN STATUS-Forcensus purposes, a "civilian veteran"is YEAR OF ENTRY - Derived from the question, "When did this person come to the United States to stay?" which was asked of all persons who indicated in the question on citizenship that they were not born in the United States. YEAR STRUCTURE BUILT- Refers to when the building was DERIVED MEASURES MEAN-This measure represents an arithmetic average of a set of values. It is derived by dividing the sum of a group of numerical items (or aggregate) by the total number of items. Aggregates are used in computing mean values. MEDIAN-This measure represents the middle value in a distribution. The median divides the total frequency into two equal parts: one-half of the cases fall below the median and one-half of the cases exceed the median. PERCENT - This measure has been used extensively in this report because it allows the user to easily make comparisons between areas. In some cases the universe is included (i.e., foreign born) so that raw numbers can be calculated from the percentages. In other cas~s (i.e., years of school completed) they are not. fPublication users may obtain raw numbers by contacting MIMIC.] Percentages have been rounded to whole numbers in all cases. Whenever a percent ended in .5, or higher, it was rounded up (i.e., 8.5 percent becomes 9 percent). Whenever it was less than .5, it was rounded down (i.e., 0.4 percent becomes O percent). Due to this rounding, totals may not add up to 100 percent. first constructed, not when it was remodeled, added to, or converted. For housing units under construction that met the h~using unit definition _ that is, all exterior windows, doors, and fmal usable WSU/CUS/MIMIC-SEMCC-UCS G-7 SUBCOMMUNITY PROFILES �GLOSSARY DATA CONFIDENTIALITY In order to maintain confidentiality required by law (Title 13, United States Code), the Bureau of the Census applies a confidentiality edit to assure published data do not disclose information about specific individuals, households, and housing units. The result is that a small amount of uncertainty is introduced into some of the census characteristics to prevent identification. The edit is controlled so that counts of total persons, totals by race and American Indian tribe, Hispanic origin, and age 18 years and over are not affected by the confidentiality edit and are published as collected. In addition, total counts for housing units by tenure are not affected by this edit. The confidentiality edit is conducted by selecting a sample of households from the 100 percent internal census files and interchanging its data with other households that have identical characteristics on a set of selected key variables but are in different geographic locations within the same state. To provide more protection for "small areas," a higher sampling rate was used for these areas. The net result of this procedure is that the data user's ability to obtain census data, particularly for small a.-eas and subpopulation groups, has been significantly enhanced. There will be no suppressed data cells in 1990, as there were in 1980. WSU/CUS/MIMIC-SEMCC-UCS - G-8 -- SUBCOMMUNITY PROFILES - -- - - ,_ II II II II �II I I ---7 PEMBROKE ~\ I 45 GRANT EVERGREEN 43 5 GREENFIEID BAGLEY 44 •I \ ROSEDAl£ I PAR!( 41 CEIMNY HARMONY 40 VILLAGE IINCBI. • • II II II • II \ 33 PARK ,,,. .,,/ 38 II I AIRPORT FINNEY 6 11 MACKENZIE 34 CODY 37 II ROSA PARKS BROOl(S 28 35 I r- I'---7 ROUGE 36 -~WWAIRN I I, I 29 ,J ,~_J I L-\.._J L 25 ' \ } SUBCOMMUNITIES IN THE CITY OF DETROIT I J '-"" ,~ ;-J ' 23 1990 r-- Y;~-J <',mwoo/ I '/ 'v' 0 SCALE © 1991, ucs MUS UNITT:D COMMUNITY SERVICES OF METROPOLITAN DETROIT I I __,,,,,- ,,,.J ' 39 ., l '( ,A_l .,,, / \ HAMTRAMCK I All BRIGHTMOOR DAVISON HIGHIAND \ , GRANDMONT I I I ', 46 �Southeast Michigan Census Council. The Southeast Michigan Census Council (SEMCC) is a non-profit 501(c) (3) corporation organized for the purpose of promoting access to demographic and related statistics. Its members represent governments, private non-profit organizations, educational institutions, and businesses in the ten-county southeast Michigan area and beyond. SEMCC publishes a monthly newsletter for members, creates and sells products such as the Census Tract Coding Guides and the Advance Census Tract Report, and represents the interests of southeast Michigan data users to data producers in the federal government. Michigan Metropolitan Information Center. Michigan Metropolitan Information Center's (MIMIC) mission is to document and investigate trends in urban population and housing. MIMIC conducts a variety of research, education, and service programs designed to improve our understanding of the patterns of population and housing in Detroit and urban America. MIMIC specializes in the use of census data, the computer processing of large public data sets, and computer mapping as tools in the investigation of urban population and housing. In its role as a coordinating agency of the Census Bureau's State Data Center Program in Michigan, MIMIC provides information services to the general public. MIMIC conducts training programs, publishes statistical profiles, and acts as the official processing center for machine-readable census data in Michigan. WSU/CUS/MIMIC-SEMCC-UCS As part of the Center for Urban Studies and the College of Urban Labor, and Metropolitan Affairs, MIMIC strives to further the urban mission of Wayne State University and to promote research and discussion of urban population and housing trends. United Community Services of Metropolitan Detroit. For 76 years, United Community Services of Metropolitan Detroit has been the leading citizen-based, volunteer-driven, problemsolving organization in metropolitan Detroit and the UCS Research and Information Services Division has been a critical component in establishing that tradition. Division volunteers and staff collaborate to conduct social and economic studies and surveys; prepare and analyze data; assess community problems, issues, and needs; and provide information, technical assistance, and consultation on community issues. Through LINK (Linking INformation with Knowledge), a computerized service, the Research Division also provides subject-related data and human service information to agencies and organizations. LINK features data and information on Wayne, Oakland, and Macomb counties and the City of Detroit, as well as state and national data. UCS' 800 committed volunteers and more than 100 staff also collaborate in the areas of community planning, coalition-building, public advocacy, referral, and volunteer recruitment, training, and placement. UCS is funded by the United Way for Southeastern Michigan, foundation and government grants, and private donations. SUBCOMMUNITY PROFILES � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Detroit_Census-Profiles_1993 Creator An entity primarily responsible for making the resource Southeast Michigan Census Council Date A point or period of time associated with an event in the lifecycle of the resource 1993-10 Title A name given to the resource 1990 Census Subcommunity Profiles for the City of Detroit Description An account of the resource The 1990 Census Subcommunity Profiles for the City of Detroit report was prepared by the Southeast Michigan Census Council with assistance from the Michigan Metropolitan Information Center at Wayne State University and United Community Services of Metropolitan Detroit in October 1993. Contributor An entity responsible for making contributions to the resource Michigan Metropolitan Information Center, Center for Urban Studies, Wayne State University United Community Services of Metropolitan Detroit (consultants) Subject The topic of the resource Census--Statistics Detroit, Michigan Wayne 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/6e606ed5c201c03d15ae933aaac60da8.pdf 23e5c862dfcd858e53fbe13fa3feb870 PDF Text Text FR~M THE LIBRAHY OF Planning & Zoning Center· lnc l - Ii The "Business as Usual" Trend Future: The Data Base ~!!l!ilill~ll!l!!llll· !!!!l!llll!!!!!!!lll!ll ii SSfCOG ... Planning For The Future Today Southeast Michigan Council of Governments ( ) Printed at SEMCOG on recycled paper �The "Business as Usual" Trend Future: The Data Base Prepared for Regional Development Initiative Oversight Committee January, 1991 by SEMCOG, Southeast Michigan Council of Governments Preparation of this document was financed in part through grants from the U.S. Department of Transportation Urban Mass Transportation Administration; the U.S. Department of Transportation Federal Highway Administration through the Michigan Department of Transportation; the State of Michigan through the Michigan Regional Grant Program; and local membership contributions. /_ - - - - -- ------ - --~-~ - - - ----- �Table of Contents Page Preface ...............................................................................................v Executive Summary ........................................................................... ix Economy ............................................................................................ 1 Population and Society .................................................................... 19 Social Impacts ................................................................................. 35 Transportation .................................................................................. 61 Environment ..................................................................................... 89 Land Use ....................................................................................... 117 Public Finance ............................................................................... 131 Management and Governance ...... ................................................ 145 References ..................................................................................... 155 iii �Preface This report forms the data base for SEMCOG's examination of Southeast Michigan's "business as usual" trend future- if no significant changes are made in public policies and/or private practices affecting growth and development in this region. The data base assembles a series of 51 projections about that future, along with accompanying data. It is also the foundation for a year-long project, the Regional Development Initiative, that will both examine the likely future and consider public policies that, if implemented, might change that future. The following answers to a series of questions should help the reader better understand the year-long initiative. 1. What are the problems that this project will address? SEMCOG's decision to move ahead on the Regional Development Initiative was driven by a concern among SEMCOG's leadership and advisory councils about "urban sprawl" and its consequences -consequences both in the fringe areas consumed by sprawl and those older areas left largely abandoned by sprawling development. The three most specific concerns within the sprawl dynamic are traffic congestion, environment and the cycle of growth/decline that results from sprawl. 2. Why Is SEMCOG concerned with these Issues? The problems identified- traffic congestion, the environment, growth/decline-are exactly the sort of areawide problems that this regional planning agency was created to examine. Transportation and environmental planning are two of SEMCOG's most important planning responsibilities. Understanding the interplay of sprawl causes and effects is critical to doing sound regional planning in both transportation and environment, as well as other SEMCOG planning activities. As for the growth/decline cycle, SEMCOG is an association of more than 140 local governments, most of which are impacted byeitherthe growth or the decline dynamics. A major responsibility of SEMCOG is helping member governments understand the problems as well as potential solutions in such areawide matters as urban sprawl." 11 3. Why study regional development now? First, SEMCOG has been studying regional development issues for more than 20 years {plus another 20-30 years for its predecessor organizations). But, past growth and development was generally viewed as a win/win proposition local communities aggressively seeking development as a means of increasing tax base . In more recent years, there has developed a greater understanding of the more realistic win/lose and even lose/lose realities as development squeezes resources and drains other communities. V �Much of that growing concern crystallized in the last two years or so. A number of factors helped: • dramatic increases in traffic problems in growth areas; • proposed development of the Auburn Mills megamall and its potential effects on communities in the region; • concerns about loss of "quality of life" raised by citizens in a number of rapidly growing communities; • a clearer view by local officials of what a sprawl-driven future might look like, resulting from completion of SEMCOG's work updating the Sewer Service Area Map and the Regional Development Forecast of population, households and jobs between now and the year 2010. 4. Why do the ROI and this report? The confluence of those issues identified above motivated SEMCOG's leadership to con sider the possibility that significant changes might be needed in the organization's planning policies, the sort of changes that would provide a "better" regional future. But, they also realized that consideration of such policy changes would require a solid understanding of where the region is right now, how it got to this point, and, where it would likely be in 20 years if no changes are made in policies that affect Southeast Michigan. This report is the data base for that process. It weaves together the past, the present and the likely future - as a basis for later policy considerations. 5. How are the Issues and concerns related? One of the difficult realities of examining sprawl is the interrelatedness of the various elements - some are causes, others are effects and still others may be both. On the one hand, growth and development - the positive" description of what others call urban sprawl" - is driven by market forces; that is, the development market meeting the desire of individual citizens and families to seek a quality of life where they want it. For many, the "American dream" is simply that-living where they wish, in the type of housing they can afford, in areas well away from the perceived problems and dangers of urban living. 11 11 Al~ng with that series of individual decisions to move ever outward in pursuit of life quality comes a parallel market force to provide the goods and services needed by those indivi~uals and. families -businesses supplying hardware, food, entertainment, sundries, cl~aning, etc. In addition, as industry modernizes and business head~uarters_ fun.~t1?ns expand, corporations frequently are drawn outward as they seek green field sites or they relocate closer to their employee base. vi �Most local communities actively promote that residential growth and business development. They seek such growth and economic development by zoning decisions (defining, for example, the lot sizes permitted in residential areas) as well as the tax dollar expenditures for support infrastructure - roads, water lines, sewer facilities, parks, new schools, additional police and fire personnel. On the other hand, there are downsides to that same growth and development dynamic: building of that support infrastructure with scarce tax dollars eventually robs other parts of a community's budget; congestion increases on roads too small to accommodate surging growth; open space and farmland are gobbled up; older communities are abandoned, along with their existing roads, sewers, water lines, schools. Enough people individually seeking "quality of life" eventually collectively destroy the very qualities each sought. 6. What are the potential solutlons? First, the ADI is designed to examine development and determine, through workshop discussions and public participation, whether there is consensus that "urban sprawl" as we know it in Greater Detroit is, in fact, a problem. If it is, is that problem sufficiently severe that actions to change the future course are warranted? Basically, there are two types of change that could occur-mandates by government or p_ rovision of incentives to drive voluntary changes. The traditions of local home rule and the free market economy of this nation would seem to favor the incentives approach, although some voices have been heard recently calling for a stronger governmental involvement at the regional scale. Whether mandated or incentive driven, there are several key areas where changes would make a significant difference: • achieving some measure of equity in school finance - to lessen the impact of education as a locational decision dynamic; • limiting infrastructure extensions - there already exists enough infrastructure (roads, water lines, sewers) within the urbanized area to handle all population and household growth over the next 20 years; • some degree of regional planning that could promote more concentrated development and the re-development of virtually abandoned areas in the older cities; • a better balance in jobs and housing, both to reduce commuting traffic congestion and to address the problem of unfilled jobs that are far from the concentrations of unemployed persons. 7. What are Impediments to action? There are several, starting with the question of whether or not the problems are serious enough to make change both desirable and acceptable in the public as well as the private sector. vii �Funding is a serious impediment. Federal and state governments have substantially reduced or eliminated funding support to local governments for the big cost itemssuch as roads, water/sewer infrastructure, education, health care costs, environmental protection. While solutions to the problems will require local governmental action, resources to fund such actions are scarce or non-existent. At the same time, the strong tradition of local home rule in Michigan and Greater Detroit is a likely impediment - surrendering control of land use decisions to regional, state or federal authority is an unlikely step - even though local communities are increasingly hard-pressed to handle the growing costs of confronting environmental, transportation and infrastructure problems. Again, the interrelatedness of the problems is evident - zoning for large lot development means no affordable housing in the outlying communities for persons who might work in support businesses; the freedom to move to outlying areas will be traded for serious lack of vehicle mobility on jammed roads in communities unable to increase road capacity through construction; protection of woodlands and wetlands in already urbanized areas may simply drive development to the fringe areas, gobbling up more land out there at an even greater rate; etc. 8. What wlll the ROI project accomplish? First, an examination of the future, both the trend future and possible alternative futures, as well as the issues that drive the region toward its "business as usual" future. Second, discussion and debate about a series of possible public policies that could change the region's direction from that business as usual" future toward a more balanced development. 0 Third, increased understanding by local officials and citizens of the issues involved, of the possible solutions, of the trade-offs that are ever present in those issues and solutions. I~ short. the ROI should make it possible for the citizens of Southeast Michigan, and their elected leaders, to decide what the region's future ought to be as well as how to move toward that future. viii �Executive Summary Economy Southeast Michigan's economy will provide a growing base to support the region's populace. However, growth in jobs will be very uneven both in terms of types of jobs as well as job location. Diversification of the regional economy continues as new service and office-type jobs are being created, even as manufacturing production jobs continue to be lost. The new jobs are generally being created in different locations than where the production jobs are being lost. Emerging patterns: • A strong overall regional economy will generate 18% more jobs by 2010. • The economy will continue to diversify as we gain service jobs, but lose manufacturing production jobs. • Older parts of the region will continue losing employment while the biggest gains will be in Oakland County and outlying areas. • Personal income is barely keeping up with inflation and income distribution within the region is growing more unequal. • The workforce is becoming almost evenly split between men and women, with minorities an increasingly large part of the total. Population and Society Over the next 20 years, the region's slow population growth will not limit the continued outward spread of people and households. Characteristics of the population will also change, in terms of age structure, family types and ethnic composition. In general, these changes are a continuation of patterns that have been evolving for several decades. The exception is the projected end of net out-migration of people from Greater Detroit. Population projections for the region include the assumption that the economy will be strong and diversified enough to provide the jobs needed for a growing population. Emerging patterns: • The region's overall population growth will be 6~·x, over the next 20 years as net out-migration ends. • Households will be smaller, especially as a result of more single-person and one-parent households. • Growth in numbers of households will be very strong in the northern and western urbanizing fringes of the region, while major losses will continue in several older communities, particularly Detroit. ix �• As the "baby boomer" generation ages, the region will have more "empty nest" households and the school age population will stabilize. • Minority populations will increase, due to higher birthrates, less outmigration and more in-migration. Social Impacts Social issues are certainly major factors influencing the locational decisions that have produced Southeast Michigan s spread out development pattern. This chapter examines the three issues that are believed to have the most significant locational impact on the region's development pattern: crime, race, education. 1 Each of these issues is cited near the top of the list of public concerns -in public opinion surveys, by business leaders, and by community officials. Crime affects most severely the region's older, economically disadvantaged communities, but many other parts of the region also experience substantial levels of crime. Residential areas in our region are among the most racially segregated in the nation and racial polarization affects schools, relationships between communities, and locational choices. The quality of education is of great concern, especially when the districts that have students with the greatest needs are lowest in funding resources. Emerging patterns: • Crime rates in older, poorer communities are 5-1 O times higher than in communities with the lowest crime areas a pattern that will continue. 1 • Minority group populations in the region are increasing due to higher birthrates and immigration. • Racially-segregated housing patterns will persist into the future, with limited exceptions. • Equity in e~ucational financing and K-12 school quality will be areas of change, with the next 20 years bringing improvements in school financing as well as restructuring of the K-12 educational process. Transportation The person~! mobility that our society has come to take for granted is threatened_by fur th er sprawling out of urban development in our auto-dominated region. Continuation of steady !ncreases in auto~obile travel and the shifting of jobs and house~o!ds outward will_ lead to very serious congestion problems. At the same time, existing roa~way_s will c?nsume most available funding for maintenance and reconstruction, leaving little - if any - funding for new roadway construction. X Greater Detroit is very dependent on its network of major freeways for commuting to work and for personal travel. The completion of 1-696 was the last link in the planned freeway syste~ of S~utheast Michigan. Linking fast-growing parts of Oakland and Macomb countie~, th is freeway already carries more traffic than was projected fort~e year 2ooo. Most importantly, there is no "next 1-696" on the drawing boards -nor, 15 d �there funding to relieve the projected serious increases in traffic congestion. Emerging patterns: • As job and household locations become more suburban, commuting patterns are shifting away from freeway corridors to more easVwest, suburbto-suburb travel. • The private vehicle is ever more dominant as the region's preferred means of transportation - particularly, the single occupant vehicle. • Increases in travel will far outpace both population and job growth, with additional travel miles producing more congestion and slower travel. • As traffic congestion increases, available funds will not allow us to build our way out of the problem because available funding will be needed for maintenance of existing road infrastructure. • Air transportation increases will require expanded facilities. Environment Environmental protection encompasses a diverse set of concerns about the effect of present trends on the region's quality of life. Air and water quality are heavily influenced by human activities. Urbanization alters the landscape irreversibly. Disposal of wastes and byproducts generated by households and businesses must be managed. Costs of protecting the environment and cleaning up past pollution affect society's capacity for meeting other needs. Emerging patterns: • Air quality problems due to car and truck emissions will increase because of increased travel, cutting into recent gains in air quality because of stricter standards. • Correction of unresolved sewage overflow problems along with provision of new sewer lines will be expensive. Surface water pollution concerns will focus more on stormwater runoff and the effects ~f toxic pollutants. • Wetland protection efforts will be largely successful, but wildlife habitat willl suffer from urban development. • Solid waste costs will rise and recycling will flourish as landfills become fewer and more expensive. · • Funds to clean up past contamination sites will be inadequate. • New strategies for environmental management will be needed to better balance risks and available resources. xi �• Pollution "control" will increasingly consist of strategies to prevent the original generation of pollutants. Land Use Over the 30 year period 1980-2010, the region will experien_ce continued acceleration in the sprawling out of urbanization. Despite a slow population growth of only 5% over those 30 years, some 40% additional land will be used for development to accommodate that 5% population growth. That disparity will be caused by a 27% growth in households, continued movement away from the urbanized core and lower density development in the fringe areas. Emerging patterns: • Sprawling urbanization will continue to consume proportionally greater amounts of land to serve a moderately growing population. • Urbanization will take more productive farmland out of production, but not at the rates of loss of previous decades. • Traditional planning and zoning will be inadequate to meet individual community needs for coping with growth, nor will it address areawide concerns. Public Finance It is uncertain whether local governments will be able to respond to future needs of their citizens. Many factors contribute to that growing concern about local governments' financial resources for meeting not only immediate needs but future obligations as well. In both Lansing and Washington, legislators increasingly withhold funding from local governments in order to balance state and federal budgets - even while additional mandates are issued to local government by both federal and state officials, mandates not usually accompanied by additional resources. Reliance on the property tax is a central fact of life for cities, villages, townships, counties_ and school districts. While the property tax base continues to grow in many developing parts of the region, older communities face the same or increasing needs for services with stagnant tax bases. Emerging patterns: • Th~re wi_ll ~e further cuts in federal and state aid to local governments, which will increase competition for remaining grants and exacerbate pressure to attract development that would strengthen the tax base. xii • V~riations in local financial capability are substantial across the region. High~r t~ rates in some older communities may be causing further detenorati?n of the tax base as businesses move to lower tax communities -where, in turn, tax rates will be driven up by problems resulting from growth. �Management and Governance Challenged by the need to provide better services, local governments are increasingly participating in a variety of cooperative ventures with neighboring communities. The search continues for effective methods of dealing with areawide problems and for providing services most efficiently- while preserving ·cherished local autonomy. Emerging patterns: • The tradition of home rule and local control will persist, making it difficult to address areawide problems. • School district consolidation is likely to be an area of limited change, despite its potential for providing better services and reducing funding differentials. • The great variety of cooperative arrangements and organizations is an indicator of the need to deal with problems that go beyond individual community boundaries. • It will be difficult to change the continued pattern of sprawling development at the urban fringe, coupled with losses in older areas, without changes in the degree of cooperation among governments in Greater Detroit. xiii �Projections Economy Projection #1 Southeast Michigan will experience strong growth in total employm~~t over the next 20 years, which will mean significant changes in work force compos1t1on. Projection #2 The region's economy will continue to diversify as service. employment strongly expands while manufacturing decreases. As a result, the regional economy should be less sensitive to a fluctuating business cycle. Projection #3 Employment growth will be strong in a number of the outlying suburban areas, but jobs will decline in central city locations. Projection #4 Personal income in the region will continue to increase but at a slower rate than experienced in the last 17 years. Income growth will continue to vary significantly across the region. Projection #5 The region's labor force will grow older, with minority and female representation in the labor force increasing. Population and Society Projection #6 The region's population will grow slowly over the next 20 years, with local community ''growth" resulting from intra-regional population re-location. Projection #7 The number of additional households in the region will continue to rise sharply as household size declines, helping drive a residential building effort. Projection #8 The biggest gains in households will occur on the fringes of the region. In contrast, household losses will continue in older, central cities, although rates of Joss will slow. Projection #9 The demographic bulge of "baby boomers" will move into the 45 to 64 age group by the year 2010. Projection #1 o School-age population will remain relatively stable over the next 20 years for the region as. a whole. ~owever, local school populations will shift as younger families with children move mto developing communities while older "empty nest" households will predominate in mature urban school districts. Projection #11 The nu~ber of non-family households in the region will be an increasingly larger proport1~~ of total households. Family households will be smaller and more varied in composItIon. Projection #12 Varied h.ousehold patterns will increasingly mean alternative housing types and ownership arrangements to suit changing lifestyles. · xiv �Social Impacts The region will experience moderate crime increases over the next decade based on several factors - the number of people in the high crime ages, the worsening of social conditions and pervasive drug-related problems. Projection #13 The higher crime rates associated with many of the region's older communities are expected to continue over the next 20 years due to a variety of social, economic and, to some extent, geographic factors. Projection #14 Minority populations w/11 increase in the next 20 years. Projection #15 Housing patterns in Southeast Michigan will continue to be among the most racially segregated in the United States. Projection #16 Racial polarization in Southeast Michigan will continue, as indicated by Black-White differentials in employment, income, housing and education. Projection #17 Reliance on local property taxes for basic school funding, coupled with the lack of funding equity for public K-12 schools will continue to be major fragmenting dynamics in the region's development patterns until state government is able to create a more balanced and equitable system of school finance. Projection #18 Perceived differences in public school quality will continue to have a push-pull effect on locational decision-making for households and_ businesses. Projection #19 The K-12 student population will continue to grow culturally more diverse. Projection #20 K-12 education will look very different by the year 2010, in both structure and in outcomes. Projection #21 Transportation Worker commuting patterns and other travel will continue to shift over the next 20 years. Projection #22 The private vehicle is, and will continue to be, the dominant transportation choice in the future, including continued preference for SOV's, single occupant vehicles. Projection #23 Large increases in both miles and hours of travel will significantly increase regional roadway congestion. Projection #24 Traffic congestion will increase significantly, with a continued deterioration of the transportation system's operating efficiency. Projection #25 Car and vanpooling will not have a major impact on commuting patterns without a significant increase In support from local units of government. Projection #26 xv �Projection #27 Funding of transportation improvements will fall well short offuture roadway and transit needs in the region. Projection #28 Demand for air transportation, both commercial and general, will continue to increase, requiring additional airport capacity. Environment Projection #29 Air pollution from stationary (non-vehicle) sources will continue to decline as a result of compliance with stricter regulations. Projection #30 Emission rates from mobile sources (cars and trucks) will decline at a slower ratein fact, emissions will eventually begin to rise because of a continued growth in vehicle miles of travel. Projection #31 Protection of surface water will continue to be a major environmental concern, with increased emphasis on urban stormwater and control of toxic pollutants. Projection #32 Continued development at the urbanizing fringe of the region will have serious impacts on water quality in both the developing areas and in the already urbanized areas. Projection #33 Over the next several decades, costs for wastewater infrastructure will increase overall, with conflict developing between urban and suburban areas over the allocation of funds for new sewer extensions as opposed to repair and maintenance of existing sewers and wastewater treatment facilities. Projection #34 The goal of no net loss of wetlands will be achieved through continued state implementation of the Wetlands Act, and because many local units of government in developing areas will adopt local wetlands ordinances to supplement state and federal wetlands programs. Projection #35 Wildlife and wildlife habitat will be destroyed or negatively altered as a result of continued urban sprawl. Projection #36 The number of solid waste landfills will continue to decline, as will available space in existing landfills. Projection #37 Incineration will continue to be a major component of solid waste management for the foreseeable future. Projection #38 Costs for solid waste management, particularly landfilling and incineration, will continue to grow, for both local governments and for individual households. Projection #39 Alter~ative methods of ~oli~ _waste m~nagement- reduction, composting and recycling will become a more s1gmflcant portion of the overall solid waste management process. Projection #40 xvi So~thea~t Mich~gan's identified needs for cleanup of sites of environmental contamination wJI/ contmue to outpace the funds available, limiting the likelihood of site redevelopment. �Increased costs to local governments, to citizens and to businesses for management of the environment will force re-examination of the ways we approach environmental protection, particularly focusing on broader evaluation processes that encompass cross- media impacts as well as better risk management tools. Projection #41 Land Use Urban development will continue to sprawl outward. Projection #42 The trend toward scattered, low-density suburbanization will continue through the year Projection #43 2010. Productive farmland will continue to be lost as urbanized areas continue to sprawl outward and the ln-fl/1/ng of sparsely built-up suburbs drives out remaining farms currently interspersed with development. Projection #44 Traditional long-range community planning and zoning will continue to be the primary tools for local governments in managing land use; but, those tools will not be sufficient to handle rapid growth nor to address areawide concerns, as communities find that diminishing financial resources limit their capacities for constructing urban infrastructure even while there are growing sentiments to limit growth while protecting the environment. Projection #45 Public Finance Federal and state assistance to local governments will continue to decline, reducing discretionary spending and forcing greater competition for remaining funds. Projection #46 As a result of many factors, including cuts in federal and state aid, local governments will need to raise more revenue and/or shift spending priorities. If services are reduced and taxes increased, it will only worsen the fiscal situation of many local units of government by accelerating the flight of middle and upper income taxpayers from their jurisdictions. Projection #47 Local financial capacities will continue to vary greatly within Southeast Michigan, causing local governments to push for economic development and to search for alternative revenue sources. Projection #48 Management and Governance The fragmented and sometimes inefficient system of local government will persist, due to Michigan's strong tradition of home rule and local control. Projection #49 xvii �Projection #50 There will be limited further consolidation of school districts, as some districts seek to improve weak programs and provide broader programs. Projection #51 There will be Increasing interest in intergovernmental groupings and other forms of cooperation as local governments seek to cope with areawide issues as well as more efficiently use limited resources. xviii �Economy �Economy Introduction Southeast Michigan's economy will provide a growing base to support the region's populace. However, growth in jobs will be very uneven in terms of type of industry as well as job location. Diversification of the economy continues, as new service and office-type jobs are being created even as production manufacturing jobs are lost. The new jobs are generally being created in different locations from where the production jobs are being lost. General patterns: • A strong overall economy will generate 18% more jobs by 201 O. • The economy will continue to diversify as we gain service jobs, but lose manufacturing production jobs. • Older parts of the region will continue losing employment while the biggest gains will be in Oakland County and outlying areas. • Personal income is barely keeping up with inflation and income distribution within the region is growing more unequal. • The workforce is becoming almost evenly split between men and women, with minorities an increasingly large part of the total. 3 �Employment Growth in Southeast Michigan Figure 1 1970-2010 Ratio to 1970 Base 2.0 - r - - - - - - - - - - - - - - - - - - - - - - - - - - 7 1.9 ········································•························································ . ··········································································· 1.8 U.S. 1.7 1.6 Region 1.5 1.4 1.3 1.2 1.1 1.0 --r='-------.--------.-----,----,----------.------,----.--------, 1970 1975 1980 1985 1990 1995 2000 2010 2005 --- United States -+- Michigan ~ Region Note: 1970 = 1.00 Source: Woods & Poole, 1989 and SEMCOG, RDF v'89. 4 �Job Growth Southeast Michigan w/11 experience strong growth In total employment over the next 20 years, which w/11 mean significant changes In work force composition. Based on SEMCOG 's Regional Development Forecast, Southeast Michigan's economy will continue to generate new jobs at a steady pace. Growth in total employment in the region has been strong since the recession of the early 1980s (Figure 1). That job growth in the region lagged the U.S. but paralleled Michigan's overall job growth, except for the early part of the decade. Over the next 20 years, the region's employment growth rate will be less than that of the United States, but more than that of Michigan. During this period an estimated 398,000 jobs will be added to the region's total employment, an 18.3% increase over the 1990 employment estimate of 2, 178,000. . The projected employment increase reflects SEMCOG 's moderately optimistic assumptions of continued diversification Projection #1 of the economy and overall economic growth of the region. Within that projected job growth will be a significantly different work force composition than currently exists. The 201 O employment totals anticipate an 84 % rate of job-holding by the working age population (20-64 years of age). That contrasts with a current rate of 79%. In addition, women will continue to increase their share of the labor force, as will several racial and ethnic minorities. Nationally, white males are expected to become a minority of the total working force by the year 2010, with the region's workforce composed along similar lines. Finally, there will also be more part-time workers, some with more than one job. 5 �Manufacturing Jobs in Southeast Michigan Figure 2 1970-2010 Thousands 700 600 500 ...... ············ ···········•· ·· ·········•·· ············· .......... 400 ·····•··· .. ··••···························· ·········· •······ ., ...... ....... ················· 300 200 ·-··• .. ····················· ··········--········································•······•···•···•····· ..... •• · •• 100 0 '70 '95 '75 '77 '80 '82 '85 '87 '90 '05 '00 '10 - - Manufacturing jobs Source: U.S. Census Bureau, Census of Manufactures, 1972-1987 and SEMCOG, RDF v'80 &v'89. Production Jobs as a Component of Manufacturing Jobs in Southeast Michigan Figure 3 1970-2010 Thousands 700 r - - - - - - - - - - - - - - - - - - - - - - - - - - - - - i 600 500 • Manufacturing 400 300 Production 200 100 0 ._____ _. . _______ _ 1970 1975 ___L__ _--L.__ 1980 ---- Total manuf. jobs 1985 ___J__ _ _.L__ __ j __ ______L_ ______J 1990 -+- Production jobs Source: U.S. Census Bureau, Census of Manufactures, 1972-1987 and SEMCOG, RDF v'80 & v'89. 6 1995 2000 2005 2010 �Industry Types The region's economy w/11 continue to diversify as service employment strongly expands while manufacturing decreases. As a result, the regional economy should be less sensitive to a fluctuating business cycle. · Employment in manufacturing, traditionally the mainstay of our region's economy, did not recover from the recession of the early 1980s. A continued loss of manufacturing jobs is projected for the next 20 years (Figure 2). That loss of manufacturing jobs began in the 1970s, with the greatest drop occurring from 1979to 1982. Some 115,000manufacturing jobs have been lost since 1970, the result of the combined effects of the recession's devastation of the auto industry, increased automation, and the enhanced foreign competition in the manufacturing arena. Of particular significance is the loss, within that manufacturing category, of production jobs-the blue collar, assembly and production jobs (Figure 3). A majority of the lost manufacturing jobs were in those production areas. Projection #2 The older cities in Wayne County, including the city of Detroit, were significantly affected by the loss of production jobs (Figure 4 ). The estimated number of manufacturing production jobs in the city of Detroit was 36,200 in 1990, a 72% loss of production jobs since 1970. Over that same period, Wayne County's loss of production jobs was 54 % . Due to the loss of production jobs in Detroit and the balance qt Wayne County, old manufacturing facilities will have to be "recycled" and the workforce retrained. Results were mixed in the other counties. Oakland, Macomb and Washtenaw counties experienced increases in production jobs, while Monroe, St. Clair and Livingston counties remained relatively stable during that period. The significant decrease in production jobs in that 1970-1990 period is expected to continue into the future, but at a decreasing rate. In 1965, the manufactur- Production Jobs by County and City of Detroit Figure 4 1970-1990 Thousands 160 - - . . - - - - - - - - - - - - - - - - - - - - - - - - - - - - . 140 120 100 80 60 -y--~c.=.....:.~.:...:_~=---- 40 ~~~~~~~~==~~======~~======:=j 20 r------c--:----¥--0 1970 Out-Wayne 1975 -+- Detroit ·· ·· St. Clair, M nroe, Livingston 1980 -+- 1985 Oakland 1990 -e- Macomb -)(- Washtenaw ~ Monroe -A- Livingston x St. Clair Source: U.S. Census Bureau, Census of Manufactures, 1972-1987 and SEMCOG, RDF,v'SO & v'89. 7 �Top Four Industries in Southeast Michigan as Percent of Total Employment Figure 5 50 1965-2010 __!P~e~rc~ent.!!...of~Tot~al~Jo~bs~- - - - - - - - - - - - --- - - - - - 7 40 .... · ············•······ · ..... •·· · ··················· . ·•···· ············· 30 -· ···········•· .... ·········· ...... · · 0 -+------r-------,--~----.------r------.------r----.-----i 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 -a- Services ~ Manuf-auto -+- Retail -+- Manuf-other Source: SEMCOG, RDF v'80 & v'89. Office Development in Southeast Michigan by Decade, 1960s to 1980s Figure 6 Gross Square Feet in Millions 50 , - - - - - - - - - - - - - - - - - - - - - - - - - - - , 43.9 40 ·············································· 30 24.9 20 · · · ..... 11.9 10 o- 196Os 197Os Note: Prior to 1960, region's total was 35,232,488 sq. ft. Source: SEMCOG Office Building Database, 1990. 8 1980S �ing sector's share of this region's total employment was 40% (Figure 5). That share dropped to 24% in 1990, with a further drop to 17% expected by 2010. Nonetheless, even that smaller percentage will still represent some 442,000 jobs for the region. One consequence of this shift is that the region's economy should be less sensitive to the business cycle. Purchases of automobiles and other durable goods have been heavily affected by past economic downturns. With less production in the region in the future, our ·economy will have more balanced performance, like the overall U.S. economy during a recession . On the positive side, the non-manufacturing sectors of the region's economy grew during the 1980s and will continue to grow into the future . The key growth industries of the non-manufacturing sector will remain the service and retail industries. Employment in the service sector will continue to expand much faster than any other industry. The service sector's share of the region's total employment was 18% in 1975, grew to 35% in 1990, and is expected to consist of 43% of the total employment in 2010. Some experts suggest that much of the shift in the early 1980s to the service sector was due to out-sourcing of non-manufacturing activities within the automotive industry; for example, of data processing services. The retail industry share of the total employment picture will remain stable, around 18%, over the next 20 years, as retail jobs grow by 77,000. Underneath that overall stability, the retail sector will undergo continued restructuring. In the past several decades, regional malls drew shoppers away from traditional downtowns. Now large scale discount malls and local strip malls are changing retailing. The shape of further changes is yet to be determined. In terms of types of occupations, rather than types of industry, future jobs are expected to be in the areas that underscore the region's shift to a more serviceoriented and knowledge-intensive economy. Growth will be concentrated in professional/technical areas requiring college education or specialized postsecondary technical training. The greatest number of new jobs is expected to occur in marketing/sales and management or management-related occupations.1 Given the past and future employment growth in the non-manufacturing sectors, the increased construction of office space is reflective of the increases in these jobs. More than 43 million square feet of office space was constructed during the 1980s, which represents 54 .4 % of the total off ice space developed since 1960 (Figure 6). With overall employment projected to grow 18% by 2010, including 325,000 service jobs, the building of additional office space and the renovating of existing older buildings will be necessary to handle the future employment growth. Current concerns about building vacancies are likely to be short term, unless over-building occurs in the future . The growth in service jobs alone could require over 70 million square feet of additional office space over the next 20 years. 9 �r Detroit and Counties Proportion of Total Employment Figure 7 1965-2010 Percent of Total_Jobs 50 ~=:~:....::..:..:_: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _---i 40 30 20 10 St. Clair, Monroe, Livingston 0 ~ ~ ~ ~ ~ ====~ ==t====~ ~ ~ ~ ~ ===~ :::::::=f 1965 1970 1975 -+- Detroit 1980 ~ Washtenaw ---+- Monroe Source: SEMCOG, RDF v'S0 & v'89. Figure 8 1985 Out-Wayne 1990 1995 _.._ Oakland -A- 2000 2005 2010 -e- Macomb St. Clair ~ Livingston Top 10 Communities in Southeast Michigan with New Office Construction in the 1980 s Southfield 8.6 Troy Farmington Hills Livonia Dearborn Ann Arbor Detroit Bloomfield Hills Novi Bingham Farms 0 10 2 4 6 Millions of Square Feet Source: SEMCOG Office Building Database, 19 _ 90 8 10 �Job Location Employment growth w/11 be strong In a number of the outlying suburban areas, but Jobs w/11 decline In central city locations. In 1965, 68% of Southeast Michigan's total employment was located in Wayne County, with roughly two-thirds of those jobs in the city of Detroit, about 46% of the region's total employment (Figure 7). Oakland County accounted for only 11 % of the region's employment then. Fifteen years later, in 1980, Detroit's share of the region's total employment had dropped to26%, whileOut-WayneCountyremained around 24%. Meanwhile, Oakland County's share had risen to 24%. During the next 1O years, Detroit's share of the region's total employment again decreased, by 8 percentage points, a loss of 104,000 jobs. Oakland County's share of the region's employment increased to 30%, as it gained 178,000 additional jobs. Macomb and Washtenaw counties also showed increases in their shares of the region's employment in the 1980s. Such changes in the employment shares will continue into the future, with Oakland, Out-Wayne and Macomb counties gaining, and the city of Detroit losing an additional 53,000 jobs by the year 2010. These significant changes in job locations are due in part to the region's economy shifting from manufacturing to non-manufacturing jobs, as well as an overall loss of manufacturing jobs. The large losses of manufacturing jobs in Detroit were not offset by parallel growth in service jobs, while the suburban areas experienced growth in both manufacturing and service jobs. Also important are the number of addi- Projection #3 tional jobs forecast for Washtenaw, Monroe, St. Clair, and Livingston counties. The aggregated employment for these four counties, whichwas317,400in 1990, will grow to 413,400 by 2010, a gain of 30%. In short, future employment opportunities and jobs will increasingly be located in the suburban communities of the region. Employment growth in the suburbs has been accompanied by massive construction of new office space. During the 1980s, over 42 million square feet of office space was constructed to accommodate employment growth in the suburban communities. Six of the top 10 communities with new office construction during the 1980s were communities within Oakland County (Figure 8). Other top 1Ocommunities were in Wayne County, where Livonia and Dearborn accounted for approximately 5.8 million square feet of office space. In Washtenaw County, Ann Arbor had 2.3 million square feet of space constructed. About 2 million square feet of the total office space constructed during the 1980s was located in the city of Detroit. In 1990, the region's total office space inventory was 120.1 million square feet of space. One important side effect - since the jobs are becoming more suburban, the development that comes along with it steadily sprawls outward to "green field" locations, leaving much unused land and infrastructure behind to deteriorate and fuel the spread of urban blight. 11 �Per Capita Income in Southeast Michigan Figure 9. 1969-1987 (1987 Dollars) $16,000 $14,000 - ················· .... ········ ··· ........................ . .. . .. .. . ... .. .... .... . . ..... . . .. ·s·1 ·.·2· ·, 9· a·. 2· ... .... ...... . $12,731 , $12,000 $10,000 $8,000 $6,000 $4,000 $2,000 $0 _,____ 1987 1979 1969 Source: U.S. Census Bureau, Current Population Report. Figure 10 Percent Change in Per Capita Income 1969-79 and 1979-87 Percent Change 30 . - -- - - - - - - - - - - - - - - - - - - - - - - - i -5 -'----r-----i----~--.----..------~---,------r Livingston Macomb ~ 1969-1979 Monroe - Oakland St. Clair 1979-1987 Source: U.S. Census Bureau, Current Population Report. 12 Wash. Out-Wayne Detroit �Income Personal Income In the region w/11 continue to Increase but at a slower rate than experienced In the last 17 years. Income growth w/11 continue to vary significantly across the region. The ongoing shift in the region's economy from high-paying manufacturing jobs to lower-paying service and retail jobs will cause a slowing in the growth of personal income. These changes reflect Michigan's shift from a wealthy to an average state in national terms. In the 1960s and 1970s, Michigan and the region produced a level of personal income that was consistently higher than the national average. Based on 1987 dollars, the region's per capita income of $11, 143 in 1969 increased by $1,588, ·or 14%, to reach $12,731 in 1979. Between 1979and 1987 the growth rate lessened as per capita income grew by only $250, or 1.9%, to · reach $12,981 (Figure 9). Per capita income increased significantly in each county in the region between 1969 and 1979 (Figure 10). The largest percentage changes occurred in Livingston (26.9% ), Macomb (21.8 %), and Washtenaw(21.6%)counties. lncontrast. city of Detroit per capita income decreased by 2.5%, from $9,996 in 1969 to $9,746 in 1979. Then, the region's per capita income increased only slightly from 1979 to 1987. In Washtenaw, Oakland and Livingston counties, per capita income grew between $300 and $600. In contrast, during this period per capita income further de- Projection #4 creased in the city of Detroit. It also dropped in Out-Wayne, Macomb, Monroe, and St. Clair counties. In the future, the region's per capita income growth may be even less than it was in 1979-87 or it may even decrease in the immediate future, especially in central city locations or "older" suburban communities. According to a recent United Community Services report, there is a widening gap between the "haves·.. and the "have nots" in Southeast Michigan, a growing contrast between "the city" and the suburbs", "the upper income" and "the poor" .2 This has created a shrinking middle class and a larger number of low income and below poverty level persons in central city locations. The 1980 Census reported 437,000 persons - or 10% of region's population - living below the poverty level. At the low point of the last recession, in the early 1980s, 18% of the area's residents were estimated to have incomes below poverty level. By 1987, the percentage had declined to 13%, or slightly more than 500,000 persons. According to the report, it is currently estimated that one-third of the city of Detroit's population is below the poverty level. This would mean about 350,000 people living in poverty in Detroit as compared to 258,575 in 1979, despite the fact that the city now has approximately 200,000 fewer residents than 10 years ago. 11 13 �Percent Change in U.S Labor Force by Race and Gender 1970-2000 Figure 11 70 ~---=-=-:___.:..--=---___:_ Percent Change_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _7 60 50 40 30 20 10 0 - White Black Hispanic 1970-1980 ~ 1980-1988 Female Male ~ 1988-2000 Source: U.S. Census Bureau, Statistical Abstract of the U.S., 1990. Figure 12 Distribution of U.S. Workforce by Race and Gender 1988 and 2000 Hispanic (F) Hispanic (M) 4% 3% Black (F) 5% Hispanic (F) 4% Hispanic (M) 6% Black (F) 6% Black (M) 5% Black (M) 5% White (M) 46% White (F) White (F) 37% 1988 Source: U.S. Census· Bureau, Statistical Abstract of the U.S. ' 1990. 14 2000 �Labor Force Characteristics The region's labor force w/11 grow older, with minority and female representation In labor force Increasing. During the 1946-1965 period, the "baby boom" produced a larger than normal population increment. That bulge in the population profile will have a significant impact over the next 20 years, producing a dramatic increase in the average age of the labor force. In addition, lower birth rates following the baby boom mean that the total growth of the labor force will slow as fewer workers enter the labor force while larger numbers exit at retirement. For example, during the next 20 years, the pool of potential job holders aged 16-24 will be 5% smaller than 1990 while the aging "baby boomers" will increase the 45-64 age pool by 58%. Projection #5 • African-Americans: In 1988, AfricanAmericans represented 10.8% of the labor force and are projected to account for 11. 7% by 2000. • Hispanics: Hispanic groups will experience the fastest growth in the labor force. In 2000, the number of Hispanic workers will be over 14 million, a net increase of 5.3 million since 1988. Thus, Hispanics will represent 10%oftheU.S. labor force by 2000. There wirl also be significant changes in composition of the total work force over the next 20 years. The number of minorities and women in the labor force has increased and will continue to do so over the next 10 years and more (Figure 11 ): • Whites: TheWhitemaleshareofhework force will drop to 42% by the year 2000, from 46% in 1988 (Figure 12). The White female share of the total employment picture will remain stable at about 37%. 15 - - ~-- - -- - �U.S. Labor Force by Gender: Proportion of Workforce Figure 13 1970-2000 Percent of Total Workforce 70 _;__:_~~-=- - -- - - - - - - - - - - - - - -- , 60 50 40 30 20 10 0 1970 - Male · 1980 ~ Female Source: U.S. Bureau of the Census, Statistical Abstract of the U.S., 1990. 16 2000 �• Gender: Women will be an increasingly large part of the labor force. By the year 2000, the number of female workers will have increased by 22%, compared to a 7% increase in male workers. That means that of the 19.5 million new workers entering the U.S. labor force between 1988-2000, more than 62% will be women. Over those 12 years, the labor force participation rate of women aged 25-54 will reach 81%, compared to 72% in 1988. Men will still be the majority of the labor force at 53%, but that is down from 62% in 1970 {Figure 13). 17 �Population and Society -- - -- - ~-- �Population and Society Introduction I Over the next20years, the region's slow population growth will not limit the continued outward spread of people and households. Characteristics of the population will also change in terms of age structure, family types, and ethnic composition. In general, these changes are a continuation of patterns that have been evolving for several decades. The exception is the projected end of net out-migration of people from Greater Detroit. Population projections for the region include the assumption that the economy will be strong and diversified enough to provide the jobs needed for a growing population. Emerging patterns: • The region's overall population growth will be 6% over the next 20 years as net out-migration ends. • Households will be smaller, especially as a result of more singleperson and one-parent households. • Growth in numbers of households will be very strong in the northern and western urbanizing fringes of the region, while major losses will continue in several older communities, particularly Detroit. • As the "baby boomer" generation ages, the region will have more "empty nest" households and the school age population will stabilize. • Minority populations will increase, due to higher birthrates, less out-migration, and more in-migration. 21 --- = ~ ~ - - -- - �Population Growth, 1970-2010 Figure 14 (1970 = 1.00) 1.9 1.7 1.5 1.3 1.1 0.9 1970 1980 - - United States --+- Michigan ~ Region Source: Woods & Poole, 1989 and SEMCOG, RDF v'89 . Net Migration in Southeast Michigan by Decade Figure 15 1970-2010 100 Thousands of Persons i----------------------------, 0 -100 .............. ..... ······· .. ····· . ........ .... . . . . . . . . ··· ··· .. . .... -200 -300 1980s Source: U.S. Census Bureau and SEMCOG, RDF v•sg. 22 1990s 2000S �Population Growth The region's population w/11 grow slowly over the next 20 years, with local community "growth" resulting from Intra-regional population re-location. Total population in Southeast Michigan is forecast to be 4,994,000 people by the year 2010, an increase of slightly more than 300,000 people, or 6%, between 1990 and 2010. The region's 20-year growth rate is lower than the 16.9% increase expected for the U.S., but is about the same as the rate projected for the state (Figure 14). Greater Detroit's forecasted population growth 1990 - 201 O is a change from the 2.4% loss in population from 1970to 1990. Despite the natural increase in population (births over deaths) from 1970 to 1990, there was still a loss of some 113,000 people due to net out-migration of more than 700,000 people in the 1970s and 1980s (Figure 15). Declining birth rates will continue a trend of diminishing natural population increase during the period 1990 to 2010. However, further reductions in net out-migration from the region will result in the moderate 6% growth forecast. Net out-migration will change substantially in the 1990s, with a net in-migration anticipated by the 2000s. These migration rates are based on the assumptions that the "rust belt" population losses have passed and that the region's economy will continue to improve as losses in auto manufacturing employment diminish and the economy continues to diversify, creating many new jobs. Many communities within the region are expected to show far more than a 6% growth by 2010, while others will experience modest growth and still others will lose population . Given the relative stability of the region's total population, such community "growth" will primarily result from the shifting of population from older urban and suburban areas to outlying suburban and rural areas. Largest Gains In Populatlon Largest Losses In Population 1990-2010 1990-2010 Novi Sterling Heights Farmington Hills Clinton Twp. Macomb Twp. Troy Pittsfield Twp. +28,800 +24,600 + 19,700 +17,900 +17,700 +17,000 +16,600 Projection #6 Detroit Pontiac Warren Highland Park Royal Oak St. Clair Shores Taylor -201,200 - 8,500 - 8,300 - 7,000 - 6,500 - 5,200 - 5,200 23 �Household and Population Gains by Decade in Southeast Michigan Figure 16 1960-2010 Percent Change 20 ~ - - ~ - - - - - - - - - - - - - - - - - - - - - - 15 10 5 0 -5 ' - - - - - - " - - - - - - ~ - - - - - ' - - - - - -....L-----~-2000S 1990S 1980s 1970s 1960s - Households ~ Population Source: U.S. Census Bureau and SEMCOG, RDF v'89. Average Persons Per Household in Southeast Michigan Figure 17 1960-2010 Persons Per Household 4 r--------------------------i 3.5 3 2.34 2.5 2 1.5 1 0.5 · - · · ~ ·~so= - - - -_L.__ _ _ _ _1_j_ ga_o_ _ _ _1_9L90_ _ _ _2_0Loo_ __ 9 1970 Source: U.S. Census Bureau and SEMCOG, RDF v'SS. 24 �Household Growth and Location The number of additional households In the region w/11 continue to rise sharply as household size dee/Ines, helping drive a resident/al bulldlng effort. The region's population will increase by only 6% by 2010, whereas the number of households will increase by 19% (Figure 16). Because of the continuing decline in household size, the region will continue to add many new households even when population gains are small or absent. The average persons per household in 1990 is estimated to be 2.62 persons, a dramatic drop from the 3.43 persons per household in 1960 (Figure 17). SEMCOG's forecast indicates that persons per household will decline to 2.34 by the year 2010. This decline in household size can be attributed to: • an increase in life expectancy and more of the elderly physically and economically able to live independently; Projection #7 • fewer children being born per household; • increasing numbers of married couples postponing having children or remaining childless; • more single parent households due to divorce and women bearing children outside of marriage; and, • baby boomers' children growing up and leaving home. It is estimated that 25% of all households now consist of one adult living alone. To accommodate the forecasted 19% growth in households, the region will need an additional 360,000 new housing units. In addition, it is estimated that some 80,000 aging units will be demolished and require replacement in this same time period. Thus, 440,000 new and replacement housing units will need to be built by 2010. 25 �Projected Household Gains by Community Figure 18 NILA ST. LAI~ LYNN 1900 - 2010 YAlJ. BROCKWAY MUSSEY EMMETT (IIIANT GIIEENWOOO KENOCKEE CLYOE Ca~ WALES K1M8At.L L,eonard OXFOIIO HOLLY BRA.NOON HOiiy o.t:;J ST Lak•Ot'S i ~ ST CLAJR AOOISON OIIOVElANO CONWAY COHOCTAH TYRONE OEfRFIELO ROSE SPRINOFIELO INOEPENOENCE ORION i11rk1ton ~A.RINE cormu VIUE HOWELL OCEOLA HARTLAND HIOHLANO WHITE LAKE 1 HOWELL I CL.A'I Anct,o,ll•y~r ' /OSCO HAIIIIISON:.,... MA~ION GENOA ( At~ J~j ·r PVTNAM 4 LIA'• St Cl•lf HAMBURG Pinck~ OEXTEII SHARON WEBSTER FIIEEOOM VAN BUREN £,iElLEVl LE lilAtiCIIESTER BRIDGEWATER SALINE SUMPTER HUl!Ot, W THAW LENAWEE MIL.AN OUNDEE ~ t\CH Communities with Gain of 50% or More SUMMEIIFIELO ., WHITEF0/10 BEOF0/10 0 i LUCAS (M on-Ohio s111, LI ..! Source: SEMCOG, RDF v•ag 7 ;; R -. ·. < 0 ~, �The biggest gains In households w/11 occur on the fringes of the region. In contrast, household losses w/11 continue In older, central cities, although rates of loss w/11 slow. Projection #8 There will also be a continuation of household losses in the city of Detroit and some of the region's other older communities. As households leave these communities, the result will be 80,000 aging housing units demolished region-wide. It is likely that housing redevelopment policies and other improvements, such as better schools, will be implemented that will result in slowing of household losses. Based on these assumptions, the forecasted amount of household loss in the declining communities in the 2005-201 O period is half of the '80s rate of loss (Figure 19). The vast majority of the additional 336,000 households forecast by the year 2010 will be located on the fringe of the region. A number of suburban and rural communities will have 50% or more growth in households over the next 20 years (Figure 18). Together, these communities account for 53% of the total additional households forecast for the region. The remainder of gains in households will be divided among existing older suburban communities and slower growing outlying areas. Dwelling Unit Demolitions in Detroit and · Balance of Region by Decade Figure 19 1960-1990 iO,OOO Number of Demolitions -0,000 -0,000 10,000 ~.ooo 0,000 0 1960s - Detroit 1970S 1980s ~ Balance of Region Source: SEMCOG Residential Construction Reports. 27 �Population by Age Group in Southeast Michigan Figure 20 1990 & 2010 Thousands 400 300 200 100 0-4 5-9 10-14 20-24 30-34 40-44 50-54 60-64 70-74 80-84 15-19 25-29 35-39 45-49 55-59 65-69 75-79 85. Age Group - 1990 ~ 2010 Source: SEMCOG, RDF v'89. School Age Children in Southeast Michigan Figure 21 1960-2010 Thousands 1600r-- - - - - - - - - - - - - - - - - - - - -- 1400 1200 1000 800 600 400 200 0 1970 1980 1990 Source: U.S. Census Bureau and SEMCOG, RDF v'89. 28 2000 2010 �Age Structure The demographic bulge of "baby boomers" w/11 move Into. the 45 to 64 age group by the year 2010. The "baby boomer" population is currently between the ages of 25 and 44 years. Born between 1946 and 1964, this group currently makes up nearly 40% of the total population in the region (Figure 20). Through the 1990s and the early 2000s, many of the baby boomers will have children in school and make up a substantial part of the labor force. They are and will continue to be the primary market for single family housing. By the year 2010, this age group will have moved into the 45 to 64 age group. Most of the families will be "empty nesters." Their grown children will have moved away from home - forming new family or non-family households, or attending college. As the parents remain in their "empty nest" smaller households, they will contribute to an overall drop in household size, from 2.62 persons per household in 1990 to 2.34 persons per household in 2010. Over the next 20 years, those aging baby boomers will begin to have an impact on the financing and delivering of community and human services; will have more money to spend for leisure activities; and will increase their demand for smaller homes with less maintenance responsibility. School-age population w/11 remain relatively stable over the next 20 years for the region as a whole. However, local school populations wlll shift as younger tam/lies with chlldren move Into developing communities whlle older "empty nest" households w/11 predominate In mature urban school districts. In 1990, slightly more than 1,000,000 children in the region are in the age group 5-19 years, representing nearly 22% of the region's population. During the next 20 years, the size of the school-age population is expected to remain relatively stable (Figure 21 ). By the year 2010, this age group will remain at about 20% of the region's population. ' That anticipated stability of the schoolage population over the next 20 years is in contrast to the increase that took place in the 1960s, fallowed by the decreases between 1970 and 1990. The increase in school-age population during the 1960s Projection #9 Projection #1 O resulted from the baby boom and overall population growth. This age group peaked at nearly 1,500,000 in 1970. Over the past 20 years, 1970 to 1990, the 5-19 year group decreased by some 29% - a time when the last of the baby boomers graduated from high school. While the school-age population will remain stable for the region as a whole, shifts in household location in the region will mean building new schools to serve new households in outlying areas. This will also mean the closing of many existing schools in older urban and suburban areas of the region. 29 �Figure 22 Family Composition in Southeast Michigan 1960 & 1980 Other Fam wo/child Other Fam we/child Married Fam we/child Married Fam w/child . 30% 59% Other Fam w/child 38% Married Fam wo/child 12% 1960 Source: U.S. Census Bureau, 1960 & 1980. 30 Married: w/chi~ 8% 1980 �Family and Household Characteristics The number of non-family households In the region will be an Increasingly larger proportion of total households. Family households w/11 be smaller and more varied In composition. er . ~ SEMCOG forecasts that the number of households in Southeast Michigan will increase by nearly 19%, to about 2. 1 million households by 2010. An increasingly larger proportion of these households will be non-family - one person living alone or two or more unrelated persons living together. This trend can be attributed to an increase in elderly population, delays in marriage, couples living together without marriage and home sharing arrangements. In 1980, non-family households made up nearly 25% of total households. This was a more than 100% increase from 1960, when only 12% of households were non-family. While there will be a 19% overall increase in households in the next 20 years, the number of family households in the region is expected to remain relatively stable. These are families that consist of two or more persons living in the same household who are related to each other by blood, marriage, or adoption. They include families with and without children . The number of families with children, including married couples and single parents, is expected to decrease by 5% region-wide over the next 20 years. 5 Contributing to this decline are a number of changes: Projection #11 • baby beamers becoming empty nesters; • children of baby boomers forming new family households without children or forming non-family households; · • divorce, which moves family members into single parent family households or non-family households; and, • newly married couples postponing having children or not having children at all. The anticipated decrease in the number of families with children is consistent with the trend over the past 20 years. During the period 1960 - 1980, families with children under 18 dropped from 59% of all families to 41 % (Figure 22). In contrast to the decrease in the number of married couples with children, the number of single parent families will continue to increase. From 1960 - 1980, the number of single parent families more than tripled. An estimated 82% of these families are now headed by females, although there will continue to be an increase in the number of male-headed, single parent households. That growth of single parent families will have significant public policy implications in regard to child day care services. 31 �Figure 23 Housing $tock Mix in Southeast Michigan 1960 & 1990 Single Farr Mobile Homes Mobile Homes 67% 1% Multiple Family ~ Multiple Family 28% 31% Single Family 71% 1960 Source: U.S. Census Bureau and SEMCOG, RDF v'89. 32 1990 �Varied household patterns w/1/ lncreaslngly mean alternative housing types and ownership arrangements to suit changing lifestyles. To accommodate the increasing number of aging and smaller households in the region in the next 20 years, multiple family housing and clustering of attached single family housing will be a larger part of future residential development. Condominiums will also become a more attractive form of home ownership as baby boomers move into the empty nester years and demand smaller, more maintenancefree housing. In response to the market demand for more affordable housing, there will be an increase in manufactured housing as well as multiple family housing. There has been relatively little change in the region's housing mix over the past 30 years (Figure 23). However, in recent years multiple family housing and manufactured homes both have increased as a percent of new housing units. As a result, single family housing has decreased slightly. In 2010, it is anticipated that multiple family and manufactured homes will be a somewhat larger proportion of total housing units in the region. The increase in alternative housing will meet with some resistance from established households. Areas served by sewers will be most likely to receive such housing. Projection #12 �Social Impacts �Social Impacts Introduction Social issues are certainly major factors influencing the locational decisions that have produced Southeast Michigan's spread out development pattern. This chapter examines the three issues that are believed to have the most significant locational impact on the region's development pattern: crime, race, education. Each of these issues is cited near the top of the list of public concerns in public opinion surveys, by business leaders, and by community officials. Crime affects most severely the region's older, economically disadvantaged communities, but many other parts of the region also experience substantial levels of crime. Residential areas in our region are among the most racially segregated in the nation and racial polarization affects schools, relationships between communities, and locational choices. The quality of education is of great concern, especially when the districts that have students with the greatest needs are lowest in funding resources. Emerging patterns: • Crime rates in older, poorer communities are 5-10 times higher than in communities with the lowest crime rates, a pattern that will continue. • Minority group populations in the region are increasing due to higher birthrates and immigration. • Racially-segregated housing patterns will persist into the future, with limited exceptions. • Equity in educational financing and K-12 school quality will be areas of change, with the next 20 years bringing improvements in school financing as well as restructuring of the K-12 educational process. 37 �Part I (Index) Crimes* and Population Ages 15-24 Figure 24 1970-1989 Number 1,200,000 1,000,000 Ill Part I Crimes 1,009,037 ......~ -~opulation (~.~~.~~~ ..... ........... . 800,000 600,000 400,000 200,000 0 1970 1980 •(Includes murder, rape, robbery, aggravated assault, burglary, larceny, motor vehide theft and arson) Arson data, which was not available for 1970, Is not lnduded in the Part I Crime totals. 1989 Source: "Uniform Crime Reports", Michigan Department of State Police, 1970, 1980, 1989, and local crime reports. U.S. Census Bureau and SEMCOG RDF, v' 89. Narcotic Drug Law Violations 1982-1989 Figure 25 Number of Violations 30,000 25,000 20,000 15,000 10,000 5,000 0 1982 1983 Source· "Un'f1 • 38 c· 1984 Statewide 1985 ~ 1986 1987 1988 SEMCOG Region orm nme Reports", Michigan Department of State Police, 1985-1989. 1989 �Crime The region w/11 experience moderate crime Increases over the next decade based on several factors - the number of people In the high crime ages, the worsening of soc/al conditions and pervasive drug-related problems. A relatively stable pattern characterizes the number of major (Part I Index*) crimes reported by local police agencies between 1970-89 in Southeast Michigan. The long term trend for such crimes partially reflects population shifts in the high crime age group, ages 15-24 (Figure 24). A strong correlation exists between the crime peak reached in 1980 and corresponding movement of the "baby boomer" population into the high crime ages during the late 1970s. A subsequent decline (27%) in this same population group since 1980 is also associated with the 10% decrease in Part I crimes reported for 1989. Patterns similar to the above are expected to persist during the next decade Projection #13 and beyond. Even though the "baby boom" effect has passed, the number of youth and young adults comprising high crime age groups will remain a significant part of the total population. It is also likely that certain segments of this youthful population will encounter a worsening set of social conditions, which will be compounded by a rising trend in narcotic drug law violations (Figure 25). A 36% increase in this non-Index crime category since 1982 has contributed to the continued high crime rates of the 1980s. While recreational drug use is down, hard core usage is expected to contribute to an anticipated growth in Part I crimes over the next decade. Besides increasing the frequency of offending, drug use tends to lengthen criminal careers. * The eight Part I Index crime categories represent the most serious, common and frequent crimes reported by police agencies - murder, rape, robbery, aggravated assault, burglary, larceny, motor vehicle theft, arson. Their uniform definitions have been adopted by local, state and federal law enforcement agencies. 39 �Part I Crime Rates by Jurisdiction, 1989 Figure 26 GENESU LAPEER NOEPE"'Dli'wCf OEE"f•EtD $PR1HQf-tfL.D '1'"'""" ......,t;} ° ula\it Crimes per 100,000 P P~ ..... WASMlEHAW Data Not Available* L -~ MONROE l0N00N Fewer than 2500 1 2500 - 4999 5000- 8999 . 9000 + .,-,i~ COUtiiTY rowNS,-t,p Ctf'Y A~ no<ll'IQ ,_o _ _,..,"11~1 ..... ~ *Crime data reported for most townships and some villages are compiled as aggregate totals by the Michigan Department of State Police and County Sheriff Offices. Source: Uniform Crime reports, 1989, Michigan Department of State Police and Local Crime reports. �-----The higher crime rates associated with many of the region's older communities are expected to continue over the next 20 years due to a variety of social, economic and, to some extent, geographic factors. Crime rates help measure the severity of crime experienced by individual jurisdictions. Crime rates in Southeast Michigan communities vary greatly, from a high of 15,564 Part I crimes per 100,000 population in Pontiac to the low average of 2,841 per 100,000 in Livingston County (Figure 26). Almost half of the communities (46%) reported a moderate crime rate ranging between 2,500-4,999 offenses Projection #14 per 100,000 population. Another 32% reported rates ranging from 5,000-8,999. In most instances, these communities are located within close geographic proximity to the 11 jurisdictions that experienced the highest crime rates, 9,000 or more per 100,000. Those jurisdictions reporting 2,500 or fewer Part I crimes per 100,000 population are generally higher income or more rural. Communities Reporting Highest Part I Crime Rates, 1989 Jurisdiction Number of Crimes Per 100,000 Population Pontiac .......................................................... 15,564 Highland Park ................................................ 14,259 Harper Woods ............................................... 13,433 Hamtramck .................................................... 12,716 Detroit··································· ········· ················· 11,842 Hazel Park ..................................................... 10,802 River Rouge ................................................... 10,341 Mt. Clemens .................................................. 10,230 Melvindale ....................................................... 9,763 Pittsfield Township .......................................... 9,503 Ypsilanti ........................................................... 9,289 Roseville .......................................................... 9,242 41 �Part I Crime Rates by County and City of Detroit for Each 100,000 Population Figure 27 1989 Number per 100,000 14,000 _. 11,842 12,000 10,000 8,000 6,000 4,000 2,000 0 Livingston Macomb Monroe Oakland St. Clair Washtenaw Out-Wayne Detroit Source: "Uniform Crime Report, 1989", Michigan Department of State Police and local crime reports. ---------------------------------Violent* Crime Rates by County and City of Detroit for Each 100,000 Population Figure 28 1989 Number per 100,000 3,000 - , - - - - - - - - - - - - - - - - - - - - - - - - - - - , 2,500 ... 2,32j 2,000 1,500 1,000 500 0 LivingSt0 n Macomb Monroe Oakland St. Clair Washtenaw Out-Wayne oetroil *(Violent Pa~ I crimes include Murder, Rape, Robbery and Aggravated Assault) Source: "Uniform Crime Reports 1989", Michigan Department of State Police and local cnmerepor!S· 42 �Comparative crime rates for the region's larger governmental units appear in Figure 27. The three more rural counties with the smallest total populations, Livingston, Monroe and St. Clair, reported crime rates well below the remaining four counties and city of Detroit. sented approximately 13% of the 332,391 total Part I offenses. Among individual communities, the relationship between violent crimes and other Part I crimes varies considerably. Unlike property crimes such as burglary, which can and often do occur in both high and low income areas, the vast majority of violent crimes occur within areas that have experienced serious economic downturns over the past 20-30 years. For the communities listed below, violent crimes represented between 13-30% of their total Part I crimes. In 1989, the region experienced a combined total of 43,088 violent crimes, including murder, rape, robbery, and aggravated assault. This number, which involves those crimes usually seen as the most serious and fear-provoking, repre- Communities with Highest Part I Violent Crime Rates, 1989 Community Highland Park Pontiac Detroit Ecorse Ypsilanti Hamtramck River Rouge Mt. Clemens Hazel Park Ferndale Auburn Hills Rate of Vlolent Crimes per 100,00 Population 4,335 3,675 2,323 2,000 1,968 1,900 1,466 1,458 1,395 1,089 1,007 Distinct differences characterize violent crime rates reported for the region's larger units of government (Figure 28). The rates reported by Oakland, out-Wayne and Washtenaw counties are one and one-half to almost three times higher than Livingston, Macomb, Monroe and St. Clair counties. The rates for all seven counties, however, remain well below those of the Vlolent Crimes as a Percentage of Total Part I Crimes 30% 24% 20% 23% 21% 15% 14% 14% 13% 13% 15% city of Detroit and other high violent crime rate communities shown above. Correlations provided earlier for total Part I crimes · and geographic proximity are much less apparent when applied to violent crimes. Seemingly, violent criminal activities are concentrated within individual jurisdictions, with little apparent impact on surrounding communities. 43 �Per Capita Income and Violent Crime Rates per 100,000 population Figure 29 $ 14,523 15,000 $ 9,454 10,000 5,000 0 ...,___ REGION 1111 Average Income Highest Crime Rate Jurisdictions (over 1,000 violent crimes per 100,000 population) ~ Average Crime Rate Source: Uniform Crime Report, 1989 and "1988 Population and 1987 Per Capita Income Estimates", U.S. Department of Commerce, March 1990 44 �No one single factor can account for the violent crime rates reported by individual counties, cities, townships, or for metropolitan areas. In some instances, the density of an area's population appears to be a major influence, with violent crime rates across the nation higher for many older, densely populated cities. Nationally, and in Southeast Michigan, socioeconomic conditions are of equal, if not greater, importance. This certainly appears to be the case for those jurisdic- tions that reported 1,000 or more crimes per 100,000 population in 1989 (Figure 29). Not only was their average percapita income of $9,454 in 1987 less than the regional average by $5,069, but their corresponding violent crime rate was 6.4 times greater. While no definitive answer is available to fully explain the high violent crime rates reported by a relatively small number of the region's communities, economic conditions are a likely major consideration. 45 �Population by Race in Southeast Michigan Figure 30 1960 & 1980 Millions 4 3 2 1 0 Other Black White - 1960 ~ 1980 Source: U.S. Census Bureau, 1960 and 1980. Figure 31 Detroit Population by Race 1960 and 1980 Other Other 4% 0% Black 63% 1960 Source: U.S Census Bureau, 1960 and 1980_ 46 1980 �Race Minority populations w/1/ Increase In the next 20 years. The population of the United States as a whole is evolving - over time it is becoming older as well as more ethnically and socially diverse. Southeast Michigan is no exception. The African-American population of Southeast Michigan, the region's largest minority population, is estimated to be about 22% of the region's total 1990 population, a significant increase over 30 years ago. 3 In 1960, the region's Black population was 14% of the region's total population (Figure 30). Between 1960 and 1980, the African-American population grew by some 59%, to slightly over 900,000 people, while the White population remained almost constant at 3.6 million. The change in the region's racial composition was due to a combination of a higher Black birthrate and substantial out-migration of Whites from the region. Nationally, in 1985, the Black birthrate was 21.5 per 1,000 population, compared to the White birthrate of 14.9. 4 The African-American population in the region is expected to continue increasing between 1990 and 2010 due to continued higher birthrates and lower net out-migration. A substantial majority of the region's Black population resides in the city of Projection #15 Detroit, estimated at approximately 75% of the total Detroit population in 1990.5 There was a substantial change over the 20-year period 1960-1980, as the percentage of Black Detroit residents grew from 29% in 1960 to 63% in 1980 (Figure 31 ). This percentage change is due not only to an increasing number of AfricanAmericans in the city, but also as a result of the loss of White population. Between 1960 and 1980, the African-American population increased by 56%, while the White population decreased by 66%. The region will also continue to experience significant increases in other ethnic populations. In 1960, less than one-tenth of one percent of the population was "other" ethnic groups. By 1980, that figure had grown to 3%. The Arab and Chaldean communities have increased substantially since the 1980 census, which counted 60,000 people of Middle Eastern origin. 6 Greater Detroit has the largest Middle Eastern community of any metropolitan area in the nation. Similarly, the Hispanic-American community continues to grow and it is anticipated that Asian Americans will be the fastest growing ethnic group in the region. 47 �Percent Black Population by Community 1980 Figure 32 GEHESlf LA~Ullt Ooonvllle ~Ot,£'Y GAOV'ELAHO OJ.f'ORO A001SON BRAHl>ON o~•~ ..,.,, Laue IHD£Pf.H0ENC£ CONW~Y' ·-~ TYRONE HOWELL rllGHLAf'IO OCEOLA " MANCHESTER OEEAFIELO COHOCTAH ROS£. ORION SPRINGFIELD l }laf'«SIOfl W~1'ELAICE EL OEHOA BRIGH 10fl H,Of8URO GAE.fN OAK 8Rl0Gf:WA rER Less than 5% 5- 24% 25 - 50% Greater than 50% SUMMER,:1EtD WHITEFOAO BlOJ:ORD LUCAStMtehtt4in-ONo.s1a1tli~I Source: U.S. Census Bureau L, i C C II II �Housing patterns In Southeast Michigan w/11 continue to be among the most raclally segregated In the United States. The suburbanization of Southeast Michigan was basically limited to Whites -Blacks were unable to move out of the city and into the suburbs that developed after World War 11. As a result, by the 1980 census the region had one large Black majority central city surrounded by predominantly White suburbs (Figure 32). There were smaller enclaves of AfricanAmericans living in smaller, older central cities such as Pontiac, a few older suburbs and the rural area southwest of Detroit. A lack of economic resources is frequently offered as a explanation for this growth pattern. However, there were also intentional decisions- racially motivated and institutionally implemented-by real estate brokers, financial organizations and government institutions that prevented Blacks from moving into developing suburban communities. 7 For example, the Federal Housing Administration (FHA) and the Veterans Administration (VA) mortgage insurance programs carried out racially discriminatory policies that prevented AfricanAmerican families from moving into the region's newly developed suburbs. These government agencies supported housing for White middle and working class citizens. As a result of these policies, only 2% of the FHA and VA guaranteed mortgages in 1950 were held by nonwhites. Through its support of racially segregated housing patterns, the federal government laid the foundation for residential patterns in Southeast Michigan that contributed to the spatial and social distances between Black and Whites. The 1989 Detroit Area Study found that Blacks and Whites live in racially segregated communities - 82% of Blacks live in mostly or all Black neighborhoods, and 91 % of Whites live in mostly or all White communities. 8 Projection #16 Southeast Michigan's housing patterns indicate that some suburban communities have been hospitable to Blacks and other minority groups while other communities have historically resisted integrated neighborhoods. Some communities have experienced increases in Black population - Southfield, Ferndale, Farmington Hills, West Bloomfield, Oak Park, for example. Other communities - most specifically, many sharing boundaries with the city of Detroit- have not experienced significant growth in Black population. Annual school enrollment numbers serve as another indication of changes in the racial composition of some communities. The suburban communities with the largest gains in the 10 years 1979-89 were Oak Park and Southfield, where Black student enrollment increased 47% and 213% respectively. 9 Most suburban schools remained overwhelmingly White. Despite some continued movement of African-Americans into several suburban communities; the region will very likely remain residentially highly segregated. Several factors contribute to this pattern: • Out-migration of Whites and higher Black birth rates are increasing the Black percentages in Detroit and several other largely Black communities; • Only a small number of suburban communities have experienced sizable increases in Black population; and, • Continuation of economic gaps as well as social resistance to housing integration. 49 �-, Poverty Levels* by Race in Tri-County Area Figure 33 Percent 50 40 ······•··················•·········· · ··•······. ··············· . ..... ·········· ............. ··• ......... ··••· ........ ··········• ········· .. ··· . 30 20 · · · ... · 10 o --L------' Black White *Less than $10,000 in household income. Source: SeP.arate and Un~ual: The Racial Divide; 1989 Detroit Area Study, December, 1989. Unemployment Level by Race in Tri-County Area Figure 34 Percent Unemployed 30 , - - - - - - - - - - - - - - - - - - - - - - - - -- - 25 20 15 10 ·· · 5 0 - ' - - -_j Black Source: Sepa~ate and Unequal: The Racial Divide; 1989 Detroit Area Study, December, 1989. 50 White �Racial polarization In Southeast Michigan wlll continue, as Indicated by Black-White differentials In employment, Income, housing and education. Race relations in the Southeast Michigan region are characterized by surface level politeness and acceptance that masks suspicions and hostilities that have developed over the years. There is general agreement among social, economic and political scholars with the Kerner Commission warning issued 20 years ago that our nation is moving toward two societies, one Black, one White- separate and unequal." This deteriorating state of race relations can be linked to growing disparities in important measurements in quality of life - health care, employment, education, housing, for example. 0 As the region's African-American population increases, the relationship between Whites and Blacks becomes more strained. Detroit Metropolitan Area Public Policy Survey (DMAPPS), completed in 1990 by Wayne State University, points to changes in public opinion over the past 30 years about race relations in the metropolitan area. 10 In the 1950s, when African-Americans made up only 20% of Detroit's population, only 12% of those surveyed for the Detroit Area Study in 1954 were concerned about the Black presence in the area. By 1971, the racial composition of the city of Detroit had changed dramatically- the city was 4 7% Black- and racial concerns were "at the top of the public agenda" according to the Detroit Area Study of that year. 11 This shift in racial composition of the city led to the election of the first African-American mayor of the city of Detroit and to a shift in the political control of the city. The 1990 Detroit Area Study finds even more dramatic changes in the racial composition Projection #17 of the city- it is now estimated to be75% Black. Regionally, Blacks account for 22% of the population. The suburbs remain almost all White, with the exception of some growth of Black populations in a few suburban communities. Solutions to the problems of racial polarization now occupies a significant place on the social agendas of local community organizations. 0 The 1989 Detroit Area Study, Separate and Unequal: The Racial Divide," by the University of Michigan, examines some of the economic, social and political disparities between Blacks and Whites through a survey of residents of Wayne, Oakland and Maco_mb counties. The widening gaps identified in the report are some of the sources for the continued strained race relations throughout the region. The report maintains that "no progress has been made over the last decade in reducing racial inequalities in the tri-county area." The study also notes that the inequalities between Blacks and Whites in the Detroit area mirror those found in urban communities across the country. These inequalities are evident in several areas including differences in poverty and unemployment levels between Blacks and Whites. Some 37% of Blacks live in poverty with incomes at less than $10,000, compared to 13% of Whites (Figure 33). The unemployment level for the Black workforce was 19.9%, compared to 6.6% for Whites (Figure 34 ). Such continuing disparities only serve to fuel the hostilities and increase racial polarization throughout the region. 51 �Figure 35 Sources of Public School Revenues in Michigan FY 197Bn9 and FY 1987/88 Federal Federal 4% State 32% State Local 56% 38% Local 65% 1978/79 1987/88 Source: C. Philip Kearney, A Primer on Michigan School Finance, University of Michigan, 1990. Table 1 SEV Per Pupll, Operating MIiiage Rates, Local Tax Yleld Per Pupil, State Formula Yleld Per Pupll, and Combined Yleld Per Pupll for Selected School Districts: 1989-90 52 School District SEV Per Pupil Operating Millage Rate Local Tax Yield Per Pupil State Formula Yield Per Pupil Port Huron Lincoln Park Howell Monroe $47,519 58.578 77,883 118,502 30.40 35.28 39.15 30.36 $1,445 2,066 3,049 3,598 $1,407 1,193 534 0 $2,~ Pontiac Willow Run Detroit Inkster 76,189 42,520 28,325 27,555 39.48 41.22 42.40 43.65 3,008 1,753 1,201 964 603 2,004 2,654 2,996 s,011 Dearborn Troy Ann Arbor Birmingham 184,349 190,569 189,072 280,911 26.44 28.30 30.47 27.75 4,874 5,393 5,761 7,795 0 0 0 0 Source: Michigan Department of Education, 1989/90 SADIE File April 19, 199o. Combi~: Yf PerPlri 3)$ s,o[ 3,~"~ 3)~ 3.~ 3,t 4,~i; 5)~ 5, ]o' 7, 1~ �Education Re/lance on local property taxes for basic school funding coupled with the lack of funding equity for pub/le K-12 schools w/11 continue to be major fragmenting dynamics In the region's development patterns until state government Is able to create a more balanced and equitable system of school finance. The state/local balance in school financing was much more even 25-30 years ago, when the state government contributed about 55% of local districts' total funding, with the remainder coming from locally-voted property tax millage. Now, the balance is more than reversed-local property tax accounts for two-thirds of local school budgets, while the state contributes the remaining third (Figure 35). (Federal funding of K-12 education has become negligible.) Nationally, on the other hand, state governments contribute an average of 50% of public school funding. Projection #18 The equity problem is easily drawn: local property tax depends on significant taxable property in the district - called the "State Equalized Valuation." Districts with high SEVs raise more money per property tax mil than do districts with low SEVs. The disparity is sufficiently great that some low SEV districts may levy nearly twice as many mils of property tax and still produce significantly less local revenue (Table 1). Because that local tax now represents two-thirds of the money available per student, those low SEV districts are the under-funded end of the equity scale. 53 �Local Expenditures per Pupil in Michigan by Spending Range of School District Figure 36 FY 1977-FY 1986-87 $ 8 0 0 0 - - - - - - - - - - - -- - - - - - - - - - - - -- $7000 $6000 $5000 $4000 Average-spending Lowest-spending . . . ~ -_:_· ·:.....:. - .:- · ~ ~ · - · _ ; _· ..:_:..:_-I ~-------4-$100 ---:~-:--~------ OL--_ _ _ _ _ ...1..___ _ _ ____1__ _ _ _ _L___ _ _ _----1._ 1977(18 - 1979/80 Highest-spending 1981/82 --+- Average-spending Source: Profiling Michigan School Districts, Public Sector Consultants, Lansing, November 1989. 54 1983/84 ~ _ __ 1985/86 Lowest-spending 19& �The state's school aid formula attempts to balance that problem by withholding state aid from some high SEV districts the so-called "out-of-formula" districts. They depend entirely on local tax dollars for funding. Even then, most of the high SEV districts are able to raise more money locally (with lower tax rates) than the informula districts can raise with the combination of local taxes and state aid funding. The result: a range of funding equity that sees some high SEV districts spending two or more times what the lowest end districts are able to spend (Figure 36). As a resu It, we have a paradoxical school finance system: the most funding for public school support is provided to students from the most advantaged communities while the least funding support is provided to students from the most disadvantaged districts. Perceived differences In pub/le school quality w/11 continue to have a pushpull effect on locational decision-making tor households and businesses. The role of school quality in locational decisions by families with children and businesses tends to exert a push, or "move away from," effect on Detroit and other under-funded K-12 school districts. In addition, there is the "pull" effect as both families and businesses respond to a variety of factors that draw them to school districts perceived to offer better quality education. There are two separate, but parallel, locational decision points for parents with school aged children: 1) a decision to move away from a school district viewed as inferior, usually one that has low levels of funding available per student; then, 2) a decision about which school district to move into, choosing, in most cases, a school district and community that is the best affordable for that family. The first dynamic appears to be the stronger. That is, people move away from perceived inferior education more consciously than into a given school district. Projection #19 The family that is moving from a specific district then has a wide range of choices when it comes to which district to locate in. Achievement levels and graduation rates tend to be fairly similar once the lowest funded school districts are eliminated from the ranges of choices. Several educational quality factors are of concern to business executives making locational decisions: 1) dropout rate - 10% or less is the target; 2) attendance rate - 95% or better; 3) grade appropriate performance on standardized tests80% or more of the students should be achieving at appropriate levels; 4) college placement rate, as well as SAT and ACT scores. Such factors tend to be higher in wellfunded school districts, making future business development much more likely in the urban fringe communities with increasing tax bases, rather than in those older communities where tax bases are shrinking, along with the per-pupil expenditures in their schools. 55 �Table 2 School Districts With BIiinguai Programs In Macomb, Oakland, Washtenaw and Wayne Counties 1989·90 Students in District Students Eligible* for Program Number of Languages Spoken 13,782 5,312 7,378 5,658 8,955 226 171 58 111 194 5 17 8 12 15 Japanese Russian Japanese Japanese Italian 2,481 12,467 188,925 10,174 6,123 54 1,590 2,757 382 51 6 6 19 8 3 Macedonian Arabic Spanish Japanese Arabic 2,675 3,626 7,183 2,643 2,666 75 11 40 561 47 13 1 17 6 1 Arabic Japanese Arabic Albanian Japanese Manchester Oak Park Plymouth-Canton Pontiac Royal Oak 1,060 3,151 15,720 16,720 7,733 31 307 189 968 95 1 9 16 2 29 Spanish Chaldean Japanese Spanish Arabic Utica Van Dyke Walled Lake Warren Consol.I Wayne Westland West Bloomfield 24,093 6,127 8,932 14,922 17,501 4,671 167 147 184 229 32 206 23 Italian Arabic Chaldean Chaldean Arabic Chaldean District Ann Arbor Berkley Birmingham Bloomfield Hills Chippewa Valley Crestwood Dearborn Detroit Farmington Ferndale Fitzgerald Gibraltar Grosse Pointe Hamtramck Lakeview 14 19 16 1 17 Predominanl non-English Language *S tudents are eligible for state-reimbursed bilingual instruction if they come from homes wher~ i lang_u~ge oth er than English is spoken and they score at the 40th percentile or lower on a te 5t ofEnglts' prof1c1ency. Source: Michigan Department of Education, "Bilingual Students by District 1989-90,' July 27, 1990. 56 �The K-12 student population w/11 continue to grow culturally more diverse The region's overall population will undergo significant changes over the next 20 years, becoming more culturally diverse for two reasons: an in-migration of minorities and a higher birthrate among the largest minority populations -African-Americans, Hispanic-Americans and Asian-Americans. One measure of the growing diversity can be seen in current programs for bilin- Projection #20 gual education (Table 2). There are 26 local school districts in the region with bilingual programs, covering 55 different languages (in the nation, there are more than 100 non-English languages taught). Of the 26 Greater Detroit districts, 13 have at least 10 different primary languages spoken in the district. Japanese and Arabic programs are the most frequent primary second languages at seven districts each. 57 �K-12 education w/11 look very different by the year 201 0, In both structure and In outcomes. Beginning with the publication in 1983 of "A Nation at Risk," there has been a growing momentum for improving the quality of our nation's K-12 public education system. 12 The President and the federal Department of Education are committed to change, as are the new Governor of Michigan, the state Board of Education, business leaders at the national, state, regional and local levels. The media has placed education on its news and editorial agendas. The educational es tab Iishment-school board members, teachers, administrators - are generally protective of the status quo and insist that more money to do more of what they are already doing will be sufficient to meet the challenges of this nation's need to be competitive in a global economy. Government and business leaders disagree. Those outside of the educational establishment seek structural change -significant, even radical, changes from the "factory model" of education in place for more than a century. it is not sufficient, the change advocates insist, to simply pour information into the heads of children, as we have traditionally done in our educational process. Rather, students must become active participants in the learning process. Similarly, the very structure of our schooling process has come under scrutiny, even attack. Change proponents talk Projection #21 of "empowering" of parents, teachers, administrators .... of "diversity" in school programs .... of, most importantly, letting parents and studentschoosewhich school to attend. It is not sufficient, they say, to simply do ·more of what is already being done - the result is simply more of what we already have: students dropping out at alarming rates, achievement levels falling, enormous amounts of money being spent on remedial education for the graduates (let alone the drop outs) when they arrive at college or at jobs. More than a dozen states have enacted some form of "schools of choice" and Michigan's new Governor is a solid proponent of that new direction. Finally, business leaders are increasingly outspoken in their belief that public education must become "outcome based." That is, desired outcomes of the process must be established and all students must show mastery of basic skills and achievement of those outcomes in order to successfully complete the K-12 process (not just reach the end of the schooling assembly line). With momentum steadily growing at the federal and state governmental levels, with business leaders at all levels voicing increasing concern about the quality of the students leaving the educational process - that momentum seems destined to affect significant change in the K-12 process over the next 20 years. 59 �Transportation �Transportation Introduction The personal mobility that our society has come to take for granted is threatened by further sprawling out of urban development in our auto-dominant region. Continuation of steady increases in automobile travel and the shifting of jobs and households outward will lead to very serious congestion problems. At the same time, existing roadways will consume most available funding for maintenance and reconstruction, leaving little - if any- funding for new roadway construction. Greater Detroit is very dependent on its network of major freeways for commuting to work and for personal travel. The completion of 1-696 was the last link in the planned freeway system of Southeast Michigan. Linking fast-growing parts of Oakland and Macomb counties, this road already carries more traffic than was projected for the year 2000. Most importantly, there is no "next 1-696" on the drawing boards - nor, is there funding to relieve the projected serious increases in traffic congestion. This chapter shows where present trends are leading in transportation . It includes these themes: • As job and household locations become more suburban, commuting patterns are shifting away from freeway corridors to more east/west, suburb-to- suburb travel. • The private vehicle is ever more dominant as the region's preferred means of transportation - particularly, the single occupant vehicle. • Increases in travel will far outpace both population and job growth, with additional travel miles producing more congestion and slower travel. • As traffic congestion increases, available funds will not allow us to build our way out of the problem because available funding will be needed for maintenance of existing road infrastructure. • _Air transportation increases will require expanded facilities. 63 �Figure 37 Job Locations - Detroit MSA 1960-2010 Balance of MSA 78% Figure 38 2010 1980 1960 Source: Central Cify 8% Central City Central City u.s Census Bureau, Journey to Work 1960 and 1980; SEMCOG, RDF v'89. Work Trip Patterns in Southeast Michigan 1960, 1970 and 1980 ,P.e:r:c=e~nt~o.:_ f T~ri~ps: __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 70 .- 1960 ~ Suburb-to-City & City-to-Suburb Source: U.S. Census Bureau, 1960, 1970 and 1980. 64 1980 1970 - Suburb-to-Suburb 92% �Travel Patterns and Personal Vehicle Use Worker commuting patterns and other travel w/11 continue to shift over the next 20 years. The most important factors affecting the need for transportation facilities are the levels of population and employment. their locations, and patterns of personal mobility. The shifts in households and jobs described in previous chapters will continue to alter travel patterns. Many communities on the edge of the Detroit urbanized area are expected to grow rapidly over the next20years. In addition, high growth rates are fore cast beyond the urbanized area - for much of Livingston County, the Ann Arbor area and rural St. Clair County. In contrast, much of the core urban portion of Southeast Michigan is projected to grow little in terms of households, or will continue recent losses. SEMCOG's forecast of 18% job growth includes large gains in absolute numbers of jobs in Troy, Novi, Auburn Hills, Farmington Hills, Livonia, Sterling Heights, and Ann Arbor. Areas expected to experience job losses in the next 20 years include Pontiac, Warren, Highland Park, Projection #22 Detroit and other parts of Wayne County that will continue to be hard hit by losses of manufacturing jobs. Census data show that in 1960 over 56% of al! jobs in the Detroit MSA were located outside the city of Detroit. By 1980, this number increased to over 78%. By 2010, 92% of jobs are expected to be located outside the traditional central city (Figure 37). In Southeast Michigan, commuting patterns have changed dramatically since 1960. The predominant travel pattern to work in 1960 was oriented toward suburbto-city and within-city travel, accounting for 62% of all work trips (Figure 38). By 1970, the pattern had substantially shifted. Suburb-to-suburb travel went from 38% to 51 % of all work trips in the region in just 1Oyears, 1960-1970 . The 1980 census indicated that this trend continued. Suburb-to-suburb travel accounted for 65% of all the regional work trips, while the suburb-to-city and within-city travel accounted for only 35% of commuting trips. 65 �Figure 39 U.S. Motor Vehicle Travel by Trip Purpose 1983 Civic, Educational & Religious 4% Social & Recreational 31% 30% Shopping & Personal Business Source: U.S. Department of Transportation 1983-1984 Nationwide Personal Transportation Study 66 �b The increase in travel mileage is coming from both traditional work commute trips and non-work trips. However, non-work trips are becoming a larger percentage of overall travel. In 1983, commuting and other work trips accounted for only 35% of daily travel in U.S. metropolitan areas with non-work trips accounting for the remaining 65% (Figure 39). 13 In contrast to the past, when the evening peak period was primarily home-bound commuters, it is now estimated that travel during the evening peak period is almost evenly split between work and non-work trips. Although commuting patterns have changed significantly, it should be noted that the average trip length has not. The average trip length in Greater Detroit for the home-to-work trip was 8.6 miles in 1965 and has increased only to 9.4 miles according to a 1980 survey. 14 67 �Commuting Travel Modes 1960 and 1980 Figure 40 Walk or Work at Home Public Transit Public Transit Walk or Work at Home 8% · Private Vehicle Private Vehicle 92% 1980 1960 Source: U.S. Census Bureau, 1960 and 1980. Motor Vehicle Registrations Per Person in Southeast Michigan Figure 41 1975, 1980 & 1985 Ratio of Vehicles to Population 1 --.------------------------------i 0.8 ·············•···--····························· ······· ···················· .................... .................... . 0.6 · 0.4 0.2 .. · · 0 _.____ _ 1975 Source: Michigan Secretary of State and 68 1980 u.s Census Bureau 1985 �The private vehicle Is and w/11 continue to be, the dominant transportation choice In the future, Including continued preference for SOVs, single occupant vehicles. The use of private vehicles (autos, vans, trucks) for commuting has steadily increased since 1960 and in 1980 accounted for almost 86% of all trips made nationally. In the Greater Detroit area, the automobile is even more dominant. Over 92% of all workers commuted by private vehicles in 1980, up from 79% in 1960 (Figure 40). Public transportation, as a mode of travel to work, has continued to decline, from 13% in 1960 to 4% in 1980. Having a private vehicle available is a significant reason why that is the overwhelming preference for commute trips. The ratio of vehicles to population is now approaching one vehicle per person (Figure 41 ). Two other factors are also important - relatively inexpensive vehicle operating costs (certainly compared, for example, to most other nations) as well as the convenience of the private vehicle. Projection #23 have no vehicle available. In the tricounty area, 35% of households have only a single vehicle available, although many are two worker households. Such lack of a vehicle for transportation is a particularly serious problem in Greater Detroit because of the corresponding lack of good public transportation. Many of the chronically jobless are unable to take jobs not reachable by public transportation - and, more than 75% of new jobs being created in outlying suburban locations are in areas with no public transportation. Continued suburbanization through low density development will make it more difficult for other modes of transportation to be used as alternatives to the private vehicle, with the automobile's overwhelming dominance of our transportation system even further increasing. There are exceptions, however. In the city of Detroit, about 25% of households 69 �Annual Vehicle Miles of Travel (VMT) All Michigan Roadways Figure 42 1960-2010 Billions of Miles 140 120 100 80 60 40 20 0 L __ _L.___ _. L _ __ 1960 1965 1970 - Actual _ _ j __ _ _L.....__ 1975 1980 _ _ l __ 1985 -+-----'-----' ____J_ ____L___ _ 1990 1995 2000 2005 2010 -+- Forecast Source: Michigan Department of Transportation. Annual Vehicle Miles of Travel (VMT) ·in Southeast Michigan Figure 43 1980-2010 Billions of Miles 50 r - - - - - - - - - - - - - - - - - - - - - - - - - - - - i Forecast ---~- +--- 40 -+--- _ - +- - - 30 20 10 ~98-=-o=----......1____ I -L.__ _ _L __ ____J_..:::___ _L - - - 1985 -Actual 1990 1995 -+- · Forecast Source: SEMCOG, Travel Model Output, June 1989 . 70 2000 2005 2010 I I I j �Increases in Travel and Congestion Large Increases In both miles and hours of travel w/11 significantly Increase regional roadway congestion. Despite two decades of virtually no growth in population in Southeast Michigan, the vehicle miles traveled (VMT) on our roadways has increased significantly. With a 6% gain in population forecast for the coming 20 years, coupled with a continuation in the present development patterns, the region's mobility will be significantly aftected - that 6% additional population will increase VMT by 40% by 2010. VMT has increased steadily in the state since 1960, with only two deviations (Figure 42): Projection #24 • VMT declined in the mid-1970s, primarily as a result of the oil embargo; and, • VMT declined in the early 1980s because of the severe downturn in the state economy. In Southeast Michigan, VMT has increased 33% from 1980-1987. SEMCOG travel models project VMTwill continue to grow another 32% by the year 2005 (Figure 43). Extending this trend to 201 O shows a 40% increase in the next 20 years. 71 �Percent Increase in VMT by County Figure 44 1980-1987 Percent Change 120 95.4 100 80 60 40 20 0 Livingston Macomb Monroe Oakland St.Clair Washtenaw Wayne Source: SEMCOG, Travel Demand and Patterns in Southeast Michigan, June 1989. Flgure45 Motor Vehicle Registrations in Southeast Michigan 1975-1985 Millions 4 r----------------------------i 1975 72 1980 Source: ~ich. Dept. of State, Revenue and Fee Collections license Plates and Other Registrations by County, 1975-1985. 1985 �Not only has overall VMT been increasing, but it has been increasing at a faster rate in the four outer counties of Livingston, Monroe, St. Clair and Washtenaw. Although the actual VMT amounts in these counties remain relatively small, these figures show the impact of development in more rural counties (Figure 44 ). These are the areas that are least prepared to deal with it. The transportation system in rural areas is characterized by narrow, non-continuous, winding roadways. They often have inadequate right-of-way and inconsistent land uses, making them difficult to improve. VMT increased as a result of factors other than economic growth, such as: The 1980 to 1987 increase in VMT of 33% occurred during a period when growth indicators of population and employment remained relatively constant for the region as a whole. This suggests that Vehicle registrations in Southeast Michigan increased by400,000, or+ 13%, from 1975 to 1985 (Figure 45). Population during the same period decreased by 180,000, or -4%. • increases in number of personal vehicles available to people; • increases in numbers of households; • continued outward spread of development; • increased trip making by each household; and, • more single occupant vehicles. 73 �Figure 46 Southeast Michigan Vehicle Occupancy 1980 and 1985 Bus Bus Other 2 0¼0 5% Share Ride Other Share Ride sov 1985 1980 Source: U.S Census Bureau, Journey to Work and SEMCOG Travel Demand and Patterns in Southeast Michigan, June 1989. Annual Number Transit Passengers in Southeast Michigan Figure 47 1981-1988 Millions 120 r------r-----,----------.------,----~-------r---110 100 80 60 ....... · · .. . 40 ... . . -·· . . . . ... .. 20 0 1981 1982 1983 1984 1985 Source: SMART, DDOT and AATA Transit Passenger Data 74 1986 1987 1988 �Not only is the total number of vehicles registered in the region increasing, but the number of single occupant vehicles (S0V) is also increasing. In 1980, SOVs made up about 75% of all vehicles on the road, but in 1985, they comprised about 81 % of all vehicles (Figure 46). There are a number of reasons for the significant change between the 1980 and 1985 figures on vehicle occupancy. These include: • less public transit due to reductions in essential federal funding and a lack of dedicated local funding for regional public transportation; • three out of four new jobs were located in areas of the region not served by public transit; • free and ample parking in the suburbs; and, • relatively inexpensive fuel. Public transit in Greater Detroit has carried fewer passengers every year since 1981, except for a slight increase in 1984. Overall, transit was down almqst 40% from 1981 to 1988 (Figure 47). Most significant in explaining transit's decline in Southeast Michigan is the decrease in number of transit busses on the roadway, primarily the result of decreases in federal operating funds. There continues to be no local source of funding for the SMART system. In addition, the factors cited above have made private vehicles more attractive. As it becomes more difficult for public transit to relieve suburban congestion, transit will be seen as serving targeted populations: the 65+ group, the poor, the young and the disabled. 75 �Percent Increase in VMT and VHT in Southeast Michigan Figure 48 Percent Change 50 ~ - - - - - - - - - - - - - - - - - - - - - - - - - ~ 40.5 40 ··········· ................ ·······"····••·•"•""''""··•""'"'"'"' ............................ .. 32.2 30 20 10 0 -'------ VMT Source: SEMCOG Regional Travel Forecast, 1989 76 VHT �Although the VMT projections indicate a significant increase in travel will occur, a more relevant statistic in measuring congestion is vehicle hours of travel (VHT). VHT is projected to increase at an even faster rate than VMT (Figure 48). In fact, by 2010 most people are expected to measure their trips in time spent on the road, rather than in miles moved. crowded roadways, delays will increase. These increases in delays will show up in lower operating speeds. MOOT projects that the average peak hour speed on freeways in the Greater Detroit Area (Wayne, Oakland and Macomb counties) will decrease from the current 44 mph to 30 mph in 2010, if no capacity enhancing improvements are made. 15 This occurs because a significant portion of the roadway network is already operating under congested conditions. As more traffic is added to those already A secondary impact will be an increase in vehicle emissions and air pollution, as future increased travel offsets emission reduction gains of recent years. 77 �Figure 49 Greater Detroit Freeway Level of Service - 2010 -94 1-75 Acceptable - Approach Breakdown Breakdown Source: 1990 Michigan Department of Transportation Freeway Rehabilitation Program - �Traffic congestion w/11 Increase significantly, with a continued deterioration of the transportation system's operating efficiency. In 1985, 481 miles of roadway in Southeast Michigan operated under congested conditions during peak hours. This 481 miles results in over 1 million vehicle miles of travel occurring under congested conditions during the peak hour every day. In 2005, it is projected that over 1,000 miles of roadway will be congested in the peak hour, affecting over 2 million peak hour vehicle miles of travel (Figure 49). • Wayne County - 61 % of freeway miles capacity deficient, requiring 260 additional lane miles to correct; If no capacity enhancing improvements are made to the freeway system in Wayne, Oakland and Macomb counties by year 2010, approximately 58% of the system will be congested (up from 28% in 1990). MOOT estimates that approximately 528 new lane miles would be needed to correct these capacity deficiencies. By county, these 2010 estimates are: Maintenance and reconstruction needs will consume the present levels of funding. We cannot afford to construct sufficient additional lanes needed to avoid congestion. For example, in order to maintain current levels of service on -75 in Oakland County between 1-696 and the Pontiac area, we would have to build four additional lanes in each direction. We cannot, in short, build our way out of the congestion problem. Projection #25 • Oakland County - 58% deficient, requiring 200 additional lane miles to correct; and, • Macomb County - 52% deficient, requiring 68 additional lane miles to correct. 79 �Freeway System Age in Southeast Michigan Figure 50 1940-1990 Percent of Total Miles 50 305 Total Miles of Freeway 40 30 20 10 0 1940 1950 1960 Decade Opened 1970 1980 Source: MOOT, Bureau of Transportation Planning, 1990 Freeway Rehabilitation Program, 1990. Traffic Crashes in Southeast Michigan ~lgure 51 1980-1987 Thousands 250 , - - - - - - - - - - - - - - - - - - - - - - - - - - , 200 150 100 50 ?99_o___19-'-8--1- -1-9L02_ _ _1----190_3_ _ _19-1.8_4 _ _1_j_98_5_ _ _1--1.98_6_ 80 Source: SEMCOG , Travel Crash Profiles for Southeast Michigan, 1989 . 1987 �The consequences of this situation include the following: • We will likely accept lower levels of service (more congestion) as a standard. • Freeway congestion could shift more traffic onto non-freeway routes. • The "peak hour" will continue to increase in length as commuters seek to go to and from work at different hours. • Traffic congestion will drive new developrT)ent to less congested areas. In addition to experiencing additional congestion, our roadways are also in need of repair. Almost two-thirds of the freeway miles in Wayne, Oakland and Macomb counties were built prior to 1970, as were most of the interchanges and ramps (Figure 50). The useful life of pavement and structures is considered to be 20 years. The current average remaining life of all freeway pavement in Southeast Michigan is 12 years. Over the next 20 years, virtually every mile of freeway in Southeast Michigan will need to be reconstructed. ' Increases in congestion and pavement deterioration are two factors that influence the occurrence of traffic crashes. Traffic crashes in the region have increased since 1982, with the totals leveling off in the last two years. This generally corresponds to the increases in vehicle miles of travel (VMT). As VMT increases in the next 20 years by 40%, it is likely that the total number of crashes will also continue to increase (Figure 51 ). 81 �Percent Change in Crashes by County Figure 52 1985-1987 Percent Change 20 15 10 5 0 -5 L _ _ _ . J . . . . __ _ _....L__ _ __i___ _ __L.___ _ ____j___ _ _ _L _ __ _ _.J-----_____.. Livingston Macomb Monroe Oakland St. Clair Washtenaw Source: SEMCOG, Travel Demand Patterns in Southeast Michigan 1989. 82 Wayne �... A review of the crash data from 19851987 by county shows that the percentage increase in crashes was higher in the more rural counties than in the urban counties (Figure 52) . This parallels household and job growth in the outer counties of the region . In addition, as the patterns of travel continue to shift away from suburb-to-city and become more suburb-to-suburb, a higher proportion of trips use roads that allow increased access points along the route. These streets have higher rates of accidents, compared with the limited access freeways. Car and vanpoollng wlll not have a major Impact on commuting patterns without a significant Increase In support from local units of government. Much of the projected increases in traffic congestion on the region's roads results from SOVs - single occupant vehicles. Every effective comprehensive traffic management plan must include traffic reduction measures, either incentives to car or vanpool or disincentives for those who continue choosing the drivealone commuting trip . Nationally, such programs have worked well where instituted. Some areas, for example, reserve freeway lanes or bridge lanes for multiple passenger vehicles. In 0!~er areas, parking fees are raised significantly, to make the single occupant commute more expensive for the individual motorist. Such measures must be implemented by local governments - a voluntary approach has minimal, at best, results. Projection #26 • high occupancy vehicle (HOV) lanes on freeways; • ordinances requiring reductions in trips intq a business location's parking areas; • reduction of required parking places in a new development when a ridesharing program is in place; • requirements for reserving a percentage of a development's parking spaces for car/vanpools; • requiring parking fees at suburban employment sites; or, • significantly increasing parking fees in both municipal and private parking lots/structures in downtown areas. There is a wide range of steps that can be taken by local governments to encourage car and vanpooling: 83 �Federal Highway Aid to Michigan Figure 53 1985 and 1990 Millions $500 - . - - - - - - - - - - - - - - - - - - - - - - - ~ $449 $400 $303 $300 $200 $100 $0 --L----1985 Source: Michigan Department of Transportation, 1990 . 84 1990 �.... Funding Funding of transportation Improvements wlll fall well short of future roadway and transit needs In the region. Federal funding of transportation is based on user fees. The federal government levies a motor fuel tax of 14 cents per gallon on gasoline and 15 cents per gallon on diesel fuel. These revenues go to the Highway Trust Fund and are redistributed back to the state for construction and repair of interstates and other highways. Federal highway aid to Michigan has fallen from $444 million in FY 1984-85 to$304 million in FY 1989-90, a decline of 32% (Figure 53). A part of these losses is due to a drop in revenues as a result of more fuel efficient vehicles, a key part of the allocation formula. In addition, more than $12 billion of Highway Trust Funds have been withheld by the federal government to help keep down the federal budget deficit. package of bills that increased other transportation users fees by $109 million each year. The state also provides transportation funding. During the past 1O years, little has changed in the state's structure to finance transportation. Motor fue I taxes were set by law in 1982 so that they could rise only with inflation to a pre-set limit. The cap of 15 cents per gallon of gas was reached in 1984 and has not been raised since. In 1987, the Legislature passed a • Despite its widespread acceptance, the user fee financing concept for highways at current levels is inadequate because of artificial limits and unwarranted exemptions and diversions (i.e., trust funds used for deficit reduction purposes). As a result, transportation financing will need to become more broad-based. Projection #2.7 Transportation funding (federal, state and local) continues to fall far short of keeping up with transportation needs. While funding levels will likely increase, it is unlikely they will increase to a level adequate for addressing all the transportation needs that will exist. This implies that: • Projects will be programmed according to cost effectiveness; • We will have to accept a lower level of services (i.e., more congestion) on the roadway system; and, 85 �Number of Registered Aircraft in Southeast Michigan Figure 54 1980-2010 5000 ~ - - - - - - - - - - - - - - - -- -----------i 4000 3000 2000 1000 · 0 1980 1985 1990 1995 2000 2005 2010 Source: SEMCOG, Regional Aviation System Plan, 1990. Passenger Boardings Metropolitan Airport Figure 55 1980-2005 Millions 25 , - - - - - - - - - - - - - -- - - - -- - - - - - - 7 20 ·········· ··········· ············ ... ·············,-·-· ··•···················. •················· ... ············ .... ········· 20.0 15 10 5 0 1980 1986 1990 1995 2000 2005 198 Source: 0-86, RSPA Form 41 and Airports; 1986-2005 FAA Terminal Area Forecasts, July 1990. 86 �.... Air Transportation Demand for air transportation, both commercial and general, w/11 continue to Increase, requiring additional airport capacity. Both general and commercial aviation are growing as a result of economic growth. There have been increases in registered aircraft in the region every year since 1985 (Figure 54 ). SEMCOG is currently preparing a regional aviation plan. Since 1959, when the last plan was developed, huge increases in commercial aviation have been recorded. The annual number of passengers boarding aircraft in Southeast Michigan has increased by 664 %, from 1.2 million in 1959 to 9 million in 1986. The Federal Aeronautics Administration projects that this number will be 20.0 million by 2005 (Figure 55). Domestic air cargo in Southeast Michigan increased 722%, from 19,000tons in 1959to 158,000 tons in 1985. Domestic air cargo is projected to double to over 311,00 tons by the year 2000. Passenger forecasts show that there is agrowing demand on the region's airport system and that congestion and delays ~ill continue to be a problem. Many airports in Southeast Michigan are either Projection #28 currently at capacity or soon will be. Capacity problems of the major airports are becoming even greater as smaller, outlying airports close due to encroaching development and increased expenses. Also, the replacement of piston engine aircraft by more efficient jets and turboprops will . require longer runways and better navigational equipment. In order to accommodate current and anticipated growth, additional aviation facilities will be needed. We will need construction of new runways and other improvements at existing airports or the development of new sites. Additional factors have influenced air transportation in the region, including the construction of highways and population shifts. Better highway access to airports makes them accessible to more and more people. As a result of suburban and rural population growth in the region, large land parcels which could have been reserved for airport development are becoming fewer in number. Future land use conflicts are inevitable. 87 �... Environment �Environment Introduction Environmental protection encompasses a diverse set of concerns about the effect of present trends on the region's quality of life. Air and water quality are heavily influenced by human activities. Urbanization alters the landscape irreversibly. Disposal of wastes and byproducts generated by households and businesses must be managed. Costs of protecting the environment and cleaning up past pollution affect society's capacity for meeting other needs. This chapter develops several major themes about the region's future environment: • Air quality concerns due to car and truck emissions will increase because of increased travel, cutting into gains in air quality resulting from stricter standards. • Correction of unresolved sewage overflow problems along with provision of new sewer lines will be expensive. Surface water pollution concerns will focus more on stormwater runoff and the effects of toxic pollutants. • Wetland protection efforts will be largely successful, but wildlife habitat and farmland will suffer from urban development. • Solid waste costs will rise and recycling will flourish as landfills become fewer and more expensive. • Funds to clean up past contamination, though substantial, will be inadequate. • New strategies for environmental management will be needed to better balance risks and available resources. • Pollution "control" will increasingly consist of strategies to prevent the original generation of pollutants. 91 �Statewide Annual Stationary Source Hydrocarbon Emission Levels* Figure 56 1974-1988 Th,,~o~usa~nd:s:_:o~fl_:_:o~ns~ p~e~r ~ Ye:=a::__ r __________________ 1 400 .- • Does not include transportation, residential and commercial sources. 300 ·· Source: Michigan Dept. of Natural Resources, Air Quality Division, December, 1989. 200 100 0 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '85 '84 '86 '88 '87 Projected Vehicular Carbon Monoxide Emissions in Southeast Michigan Figure 57 1985-2005 Thousand of Kilograms per Day 300 261 250 * 200 * * 150 100 50 . .. 0 1985 92 1990 1995 2000 • Figures do not reflect benefits of recently enacted revisions to the U.S. Clean Air Act. Source: SEMCOG, July, 1988. 2005 �Air Quality Air pollution from stationary (non-vehicle) sources wlll continue to decllne as a result of comp/lance with stricter regulations. Figure 56 shows reductions in emissions of hydrocarbons from stationary sources (factories, power plants, etc.) in Southeast Michigan over the past several years. These reductions in hydrocarbon emissions are indicative of the successful control of a variety of air pollutants as a result of regulations imposed in the late 1970s and 198Os. These pollutants include: sulphur dioxide, nitrogen oxides, lead, carbon monoxide and particulate matter. The recently-enacted federal Clean Air Act and new rules under consideration in Michigan will result in significant additional reductions in these pollutants as well as cuts in a variety of toxic pollutants that have not previously been regulated. Also contributing to reductions are newer, less polluting industrial plants as well as the overall decline in manufacturing. As a result, there will be continuing improvement in the region's air quality. There is, however, a dilemma brought on by progress made to date- an impact on long term industrial development in the region, much-needed for the manufacturing jobs involved. In order for new industry to locate in Greater Detroit, expected pollution emissions from those new plants must be offset by reductions in such emissions at another, existing plant or factory. That offset rule applies to all areas, like Southeast Michigan, where air quality standards are not yet being met - our region continues to be in non-attainment of the standards for ozone pollution. Therefore, offsets will be required. However, such offsets will become increasingly difficult to find because of past gains in pollution control as well as gains anticipated from the even more restrictive pollution controls in the new Clean Air Act. Emission rates from mob/le sources (cars and trucks) w/11 decllne at a slower rate - In fact, emissions w/11 eventually begin to rise because of a continued growth In vehicle miles of travel. Emissions from mobile sources have declined dramatically since 1970 (Figure 57 ). At some point in the future, mobile source emissions will again begin to increase because travel volume will be increasing faster than emission rates decrease, as shown in the chapter on transPortation. Recently adopted amendments to thefederal Clean Air Act will delay this OCcur~ence. Those portions of the region experiencing predicted significant inc~eases in travel (up 40% by 2010) will a_so experience increased emissions of ~~~~llutio_n from vehicular sources. The zed impacts of these changes in Projection #29 Projection #30 emissions ·is uncertain. Except when an environmental impact statement is required, there is no institution~! mech_anism for monitoring or controlling emissions in localized areas. It is likely that increases in emission-producing vehicular travel will ultimately result in the need to consider lifestyle modifications as part of the strategy for meeting air quality objectives. Some examples include: work at home, condensed work weeks, al~ernate work hours, mandatory ride:sh~nng programs for employers of c_erta1n sizes, and use of mass transportation. 93 �Figure 58 Area Served by Combined Sewers in Rouge River Basin Area Served by Combined Sewers Source: SEMCOG, Remedial Action Plan for the Rouge River Basin, 1988 LJ �Surface Water Protection of surface water w/11 continue to be a ma/or environmental concern, with Increased emphasis on urban stormwater and control of toxic pollutants. Significant improvements are possible in the quality of the region's surface water - but, the costs will be extremely high. Several billion dollars must be spent over the next 20 years if all control measures are implemented. large number of small sources. Both the federal and state governments have recently adopted strategies for improving nonpoint control, with federal regulations dealing with stormwater control signed in October 1990. Great strides have already been made in cleaning up direct discharges into surface water from point" sources, i.e., industrial facilities and municipal sewage treatment plants. Now, the federal and state governments are broadening the surface water control efforts to include "nonpoint" sources - pollution from stormwater runoff that comes from roads, roofs, parking lots and fields as well as a One aspect of such stormwater control will be of extreme importance to Greater Detroit communities - combined sewer overflows (CSOs) (Figure 58). It will also be an extremely expensive issue. Current permitting by the Michigan Department of Natural Resources envisions a 20-year effort for correcting CSOs. The cost: $2-3 billion. 11 Projection #31 95 �Figure 59 Detroit River Toxic Sediment Hotspots �Controlling toxic pollutants will also be an expensive issue facing the region over the next20years. Traditionally, permits to discharge into surface waters have dealt primarily with such conventional pollution problems as oil and grease, turbidity and biochemical oxygen demand. Recently, though, standards have been revised to include controls on toxic substances, which have been demonstrated to have health and reproductive impacts in aquatic and bird life (Figure 59). The process includes three steps-removing toxics from surface water, controlling toxics in sediments already present on river bottoms and preventing additional discharges of toxics into surface waters. It is estimated that the expense of removing such toxic pollutants may also reach the billion dollar level, or more. �Interceptor Sewer Network Served by Detroit Wastewater Treatment Plant Figure 60 \ I SHIAWASS.H GENESEE COH0CJ AM ~AP•~~ , :1 ..... ~ corr1tuu,,l£ bi. ' \) ') \)r I / fREE001,1 ~ AIJC'.itJSrA ! LEGEND S(iMPTER WASHTlNAW WAYNf * IIIOHfllOl lONOO"I fMETER ~ ....., Existing DWSD Wastewater Plant ,. Existing Plant to be Phased Out as Interceptors Become Available OWSD Existing Others Proposed Contract Areas City of Detroit Suburban Communities Source: 1984 Annual Report, Detroit Water & Sewage Department - �Continued development at the urbanizing fringe of the region wlll have serious Impacts on water quality In both the developing areas and In the already urbanized areas. New construction of homes, businesses and industry - along with the infrastructure to support this development - will inevitably cause an increase in soil erosion and sedimentation of streams. Projected development in fringe areas, at typical suburban densities, will result in 24,000 acres of paved surfaces and 16,000 acres of other impervious surfaces such as roofs of buildings-surfaces which collect and convey _pollutants. Lawns treated with pesticides and fertilizers contribute nutrients and toxic pollutants to stormwater runoff. Urban development also causes damage to feeder streams through frequent road bridge crossings and enclosure of streams to accommodate development. To service the over 200,000 acres of new development forecast for the next 20 Projection #32 years, more than 3.400 miles of new connector and trunk sewer lines will need to be built at taxpayer and/or consumer expense (Figure 60). This will create the need for additional capacity in the existing sewers and trunk lines into which the new lines empty. It also may contribute to the CSO problems in older areas or may require the construction of new sewage treatment facilities in suburban areas, which will have a negative impact on the surface waters in those areas. Where on-site septic systems are used rather than sewers, there will be impacts on groundwater quality and on nearby lakes. A secondary impact comes from the fact that on-site systems can only be used for low density development, so that their widespread use promotes sprawl. 99 �Estimated Total Annualized Funding Needed to Implement Recommended Pollution Control In The Rouge River Basin Table3 QQ[D[DU •i~ Level 1 QQ[D[DU ~ •ity ~ Oakland County Wayne County Auburn Hills Beverly Hills Bingham Farms Birmingham Bloomfield Hills $10,000 1,161,000 32,000 2,737,000 318,000 Allen Park $22,000 Canton Twp. 3,102,000 Dearborn 5,325,000 Dearborn Heights 4,153,000 Detroit 40,394,000 Bloomfield Twp. Farmington Farmington Hills Franklin Lathrup Village 3,696,000 4,879,000 2,091,000 272,000 150,000 Ecorse Garden City Highland Park Inkster Livonia 1,000 1,866,000 107,000 2,335,000 3,666,000 637,000 1,000 1,000 1,000 12,000 Melvindale Northville Northville Twp. Plymouth Plymouth Twp. 111,000 174,000 719,000 284,000 2,146,000 Southfield 2,122,000 Troy 326,000 Walled Lake 156,000 W. Bloomfield Twp. 829,000 Wixom 5,000 Redford Twp. River Rouge Romulus Van Buren Twp. Wayne Westland 3,841,000 391,000 191,000 302,000 906,000 2,856,000 Total Total Novi Novi Twp. Oak Park Pontiac Rochester Hills $19,437,000 Washtenaw County Salem Twp. Superior Twp. Ypsilanti Total $4,000 16,000 10,000 $30,000 Source: SEMCOG, Remedial Action Plan for the Rouge River Basin, 1988. 100 Level 1 $72,893,000 �Over the next several decades, costs for wastewater Infrastructure will Increase overall, with conflict developing between urban and suburban areas over the a/location of funds for new sewer extensions as opposed to repair and maintenance of existing sewers and wastewater treatment tac/I/ties. The infrastructure serving the existing urban area is in need of expansion, upgrading and repair. Much of the wastewater treatment infrastructure in the older cities is either undersized, leaking, or discharging combined sewage frequently into the Rouge and the Detroit Rivers. A number of sewage treatment plants, including Detroit's huge regional facility, must be expanded - either to handle additional loads or to meet new water quality regulations. New sewer infrastructure must be built to prevent discharging raw sewage from combined sewer overflows into the rivers. Table 3 shows the costs to communities in the Projection #33 Rouge River Basin of implementing the Remedial Action Plan for the Rouge River, which is largely for the control of CSOs. As development moves outward, new trunk sewers and feeder sewers will have to be built. To handle this growth, either new treatment plants must be built or older treatment plants and transport systems will have to be expanded. As a result, growing suburban communities will be in fierce competition with older urban communities for the scarce financial resources needed to pay for wastewater treatment needs in their respective areas. ______.. 101 ; d �Figure 61 Wetland Types upland forest fo_re_st_ed_w_e_tla_n_d _ _ _ ___,I L - -_ _ _ _ Upland Vegetation Wetland Vegetation sugar maple red oak white oak white pine cottonwood red maple silver maple black willow white cedar black spruce balsam fir tamarack up_la_n_d_fo_re_st_ _____.l . ,_I_ _ _ Upland Soil hght,well drained Wetland Soil dark or dull,mo1st seasonal high water table Source: Michigan Wetlands, Michigan Department of Natural Resources 102 �Wetlands The goal of no net loss of wetlands w/11 be achieved through continued state Implementation of the Wetlands Act, and because many local units of government In developing areas w/11 adopt local wetlands ordinances to supplement state and federal wetlands programs. The rate of wetland destruction has diminished enormously since the passage of the Goemare-Anderson Wetland Protection Act in 1979. (Figure 61 illustrates several of the various types of Michigan wetlands.) This is due to more vigorous enforcement of the act in recent years and the emergence of both public awareness and technical expertise to protect wetlands or replace wetlands lost to development. Some areas of Michigan are now very near the goal of no net wetland loss. 16 Wetlands protection has been expanded to agricultural land through the recently adopted federal farm bill. Environmental organizations have indicated that they will attemptto add wetland protection to other national regulatory and subsidy programs, such as the National Highway Act. The process is even more effective because approximately 15 communities in Southeast Michigan have adopted wetlands ordinances, some of which are aimed at protecting wetlands as small as one acre. This trend in local concern for wetlands can be expected to continue as aresult of environmental education in the ~~diaand in the public schools. Communities will find new ways to compensate Projection #34 developers who choose to protect wetlands. The state will support local ordinances to help ease the growing demand on DNR staff to process wetland permits and inspect wetland sites before and after development. Some communities may use wetlands protection ordinances as a mechanism to limit development and to preserve the more open and rural aspects of their communities, a practice that will exacerbate strained relations between local governments and developers. In order to deal with these concerns, there may be efforts made to classify and rank wetlands in terms of their values and functions as wildlife habitat and as part of the hydrologic system. In the future, local wetlands regulations could take into account such rankings and could allow for off-site creation of new wetlands to compensate for wetland areas lost in the development process. It is clear that wetlands protection is valued by communities in the region and will have a continuing influence on development activities over the next 20 years. 103 �Habitat Wlldllfe and wildlife habitat w/11 be destroyed or negatively altered as a result of continued urban sprawl. Woodlands, slopes and shorelands have been converted to urban uses and lakes, wetlands and floodplains have been altered by urban encroachment. These natural features provide habitat for wildlife and enhance the quality of life for people. While some natural features will remain within developed areas, inevitably wildlife habitat is substantially altered or consumed. The consequences of this are numerous. Wetlands will be altered or degraded by pollutants in stormwater runoff making them less desirable for some species of animal life. Urbanized areas will lose much of the aesthetic and educational value of wildlife in open areas. Development in suburban areas will increase impacts on small feeder streams through building of bridges or enclosure of the streams. Sport fishing and hunting, major contributors to Michigan's economy, will be affected as animal mating and migra- Projection #35 tion paths are blocked and spawning beds and nesting areas are lost. The available species balance will be altered as human-intolerant species such as fox lose their habitat. Unique natural areas will also be adversely impacted by urbanization. Such areas include unique habitats for rare or endangered plants and animals. The Michigan Department of Natural Resources has mapped some of these areas. In addition to being a habitat for wildlife, natural features have recreational and educational value for people. Unchecked spread of urbanization will mean the loss of these areas for future recreational opportunities and educational exposure. Public access and enjoyment of these areas will be greatly diminished. Without adequate protection, these areas will be forever lost. 105 �Projected U.S. Operating Solid Waste Landfills Figure 62 1988-2008 6000 5,499 5000 4000 3000 2000 1000 0 1988 1993 2008 2003 1998 Source: Solid Waste Disposal in the United States, Volume II U.S. EPA Report to Congress, October, 1988. 1=1gure 63 Actual and Projected Goals for Solid Waste Management in Michigan 1988/89 and 2005 Waste-to-Energy 4% Source Reduction Recycle 12% Reuse Landfill 10% Compost 1% Waste-toEnergy 40% 1988/89 Source: Adapted from Michigan Department of Natural Resources, Michigan Solid Waste Policy, June., 1988. 106 Recycle 25% 2005 �Solid Waste The number of so/Id waste landt/1/s w/11 continue to decline, as w/11 available space In existing landf/11s. The number of solid waste landfills in the United States and in Michigan is expected to continue decreasing at a significant rate into the next decade (Figure 62). There are several reasons for this decline including: • the cost of new sites; • the need to protect the environment; • difficulty in getting approval for new sites; • the cost of cleaning up older sites; • more restrictive regulations; and, • increased emphasis on other waste management alternatives such as source reduction, reuse, recycling, and incineration. Despite a decline in numbers of land- Projection #36 fills, they will continue to be a significant component of solid waste management for at least the next 20 years (Figure 63). Therefore, some local governments will continue to be confronted with siting of such facilities. Host community agreements (contracts between the landfill owner and the community in which it is located) provide an opportunity for siting these unwanted land uses in a manner that allows tor compensation to offset the negative impacts of landfills on their surroundings. The difficulties with siting landfills mean thatfewerwill be developed and available capacity will continue to diminish. Such reductions in landfill availability will further drive up solid waste costs and add to pressure for communities to recycle or to build waste-to-energy incineration plants. In turn, increased landfill costs will make recycling and incineration more economically attractive. I 107 �Existing and Planned Additional Incinerator Capacity in Greater Detroit Figure 64 Tons Per Day 6000 r - - - - - - - - - - - - - - - - - - - - - - - -- -- -- 7 tl 5000 C 4000 3000 2000 1000 0 Wayne - Existing Oakland Macomb ~ Planned additional • Specific commitments for incineration of solid waste are not included in the other four Southeast Michigan county plans . Source: Based on County Solid Waste Management Plan Five-Year Updates . Average Tipping Fees in Various U.S. Regions Figure 65 1986-1988 Cost Per Ton $50 - . - - - - - - - - - - - - - - - - - - - - - - - - i $45 $40 $30 $20 $10 $0 Midwest -1986 West ~ 1987 Northeast South ~ 1988 Source: Legislative Services Bureau, Solid Waste Management in Michigan, October, 1989. 108 p n �Incineration w/11 continue to be a major component of so/Id waste management for the foreseeable future. The Act 641 solid waste management plans in Southeast Michigan include significant components for incineration. Also, the state sol id waste strategy sets a goal of incinerating 40% of the solid waste stream. Existing incinerators in Detroit, central Wayne County, and the Grosse Pointes will be supplemented by additional planned capacity (Figure 64 ). Costs for so/Id waste management, particularly landf/11/ng and Incineration, w/11 continue to grow, tor both local governments and for Individual households. Several factors contribute to increasing costs (Figure 65). These include: • asmaller supply of landfills, incinerators, and capacity; • increasingly stringent laws and reguations-for example, double liner for landfills and air pollution control devices for incinerators; • payment of costs incurred in host community agreements; and, • capital and operating costs associated with new programs, such as composting and recycling. Projection #37 Projection #38 The anticipated shift in solid waste management techniques is evidenced in the revised Act 641 solid waste management plans prepared for the seven Southeast Michigan counties. Each of these plans anticipates a significant shift from landfilling to reduction, composting and recycling. The shifting in methods for managing solid waste, combined with obser~ed cost increases, provides both incentive and opportunity for communities to collaborate and develop joint ventures. Intermunicipal agreements related _to such items as incineration, compost1n~, collection, disposal, etc., coul? _Pr?vi~e for economies of scale and a m1nim1zat1on of those higher costs for solid waste management. 109 �Alternative methods of so/Id waste management - reduction, composting and recycllng - w/11 become a more significant portion of the overall solid waste management process. Two trends are clear about managing our solid waste - it is getting more expensive, for both citizens and local communities, and it is more socially acceptable to be an earth friendly citizen. Each will provide a portion of the momentum that will drive the region's communities and citizens into significant efforts to address the new 3 R's - reuse, reduction, recycling. Additional momentum may be added through changes in the state's permitting practices. The DN R's draft Waste Minimization Strategies suggest that future permits for waste discharges be denied if there is a feasible alternative to the production of the waste .17 Most communities already have at the very least some form of voluntary drop-off Projection #39 recycling for their citizens. Many communities are already moving to the next level, mandatory curbside recycling. It is likely that all but the most rural of the region's communities will have taken that step by decade's end. Corporations are joining communities and households in the "green revolution" and moving toward either using recycled materials or changing the manufacturing process to produce less waste in the production and packaging phases of their businesses. In addition, stronger efforts are being made to expand the purchase of goods made from recycled materials. Witho_ ut a market for recycled products, the recycling process loses much of its impact. 111 �Environmental Costs Southeast Michigan's Identified needs for clean-up of sites of environmental contamination w/11 continue to outpace the funds available, limiting the likelihood of site re-development. There are currently 2,846 contaminated sites on Michigan's Act 307 list. Of these, 79 sites are on the United States Environmental Protection Agency Superfund list. The federal government and Michigan have made major fiscal commitments to clean-up of existing sites of contamination. The Resource Conservation and Recovery Act (RCRA) created the federal Superfund program to clean-up known sites of contamination. Since its inception, an estimated $350 million has been committed by federal and state governments and responsible parties to clean up Michigan Superfund sites. In addition, in 1988 Michigan voters approved $800 million in quality of life bonds, a large portion of which was earmarked for cleaning up site contamination. Funding of site clean-ups presents a pair of problems - available federal and state funds fall short of the total needed to handle those clean-ups where responsible parties cannot be found; at the same time, whatever funds are spent on cleanup will become a limiting factor in public financing of other items on the environ- Projection #40 mental agenda. Of course, the environment is only a part of an overall public agenda that also includes health care, education, public safety and other social issues. The dilemma, then, will be balancing the expenditure of large capital sums in cleaning up contaminated sites against other environmental protection efforts, many of which could prevent the future occurrence of costly clean-up problems. Contaminated sites have an impact on the desired re-development of available land in older urban areas. Much of that land has some level of contamination, which, under current law, must be cleaned up before it can be re-developed. Efforts are underway to limit that problem permitting re-use of such land for certain developments without clean-up. For example, under some circumstances such as where groundwater is not used for drinking water, large factories could be placed on the land, which would present an impermeable surface, thus eliminating any concern about rainwater carrying the toxins down to water tables. Such steps would reduce the great cost of clean-up and free up much-needed urban land for re-development. 113 fr, J �Figure 66 Recommendations to EPA by The Science Advisory Board 1. EPA should target its environmental protection efforts on the basis of opportunities for the greatest risk reduction. 2. EPA should attach as much importance to reducing ecological risks as it does to reducing human health risks. 3. EPA should improve the data and analytical methodologies that support the assessment, comparison, and reduction of different environmental risks. 4. EPA should reflect risk-based priorities in its strategic planning processes. 5. EPA should reflect risk-based priorities in its budget processes. 6. EPA-and the nation as a whole-should make greater use of all the tools available to reduce risk. 7. EPA should emphasize pollution prevention as the preferred option for reducing risk. 8. EPA should increase its efforts to integrate environmental considerations into broader aspects of public policy in as fundamental a manner as are economic concerns. 9. EPA should work to improve public understanding of environmental risks and train a professional work force to help reduce them. 10. EPA should develop improved analytical methods to value natural resources and to account for the long-term environmental effects in its economic analyses. Source: U.S. Environmental Protection Agency, Science Advisory Board, Reducing Risk: Setting Priorities and Strategies for Environmental Protection, September, 1990. 114 �Increased costs to local governments, to citizens and to businesses for management of the environment w/11 force re-examination of the ways we approach environmental protection, particularly focusing on broader evaluation processes that encompass cross-media Impacts as well as better risk management tools. The costs of environmental protection are staggering. The federal Environmental Protection Agency (EPA) estimates that total annual costs nationally for pollution control rose from $27 billion in 1972 to $85 billion in 1987 -an average of 15% each year for 15 years. Further, EPA estimates that costs for programs already in place will grow to about $155 billion annually by the year 2000. The recently-enacted federal Clean Air Actis likely, according to the White House, to cost more than $25 billion annually by early in the next century. Controlling surface water pollution in Greater Detroit may cost $3-4 billion over the next 20 years, for sewers, control of combined sewer overflows and upgrades of wastewater treatment plants. Some of those costs are borne by the national or state governments, although local governments will be hard hit for certain elements of pollution control. Whether national, state or local, however, such costs have one thing in commonthey represent an expenditure of funds that will not be available for other issues on the governmental agenda. During the next 20 years, government at all levels is going to need significant changes in how it addresses such problems as environmental protection. Simply throwing money at the problems won't Work because there is not enough money to a~dress all problems and still pay attention to other public demands as well. Two major changes are needed: a)a commitment to better risk management practices, and Projection #41 b) a broader evaluation process that can encompass cross-media impacts (Figure 66). Risk assessment depends on an ability to estimate the health risk in a given situation - how many people are likely to suffer serious effects, for example. Or, will theoretical impacts likely occur in real life? Once such risks of actual damage are estimated and understood, then risk management means evaluating those risks against costs and benefits of various alternatives for solving a given problem. As part of this process, it will become increasingly riecessary to evaluate crossmedia impacts of environmental problems. Traditionally, virtually all environmental laws and regulations have been structured in a framework that evaluates impacts only within a single media, i.e., air quality regulations are based on air quality impacts, water quality regulations are based only on water quality impacts, etc. All too often, a proposed solution to one problem may simply create one or more problems in other media. Example: Incineration of solid waste includes some possible air quality problems and is governed by air quality standards . However, landfilling of the same quantity of solid waste may very well produce greater water quality and air quality problems t~an does the incineration - as trucks hauling trash generate polluting emissions and as landfills generate leakage threats to groundwater. What is likely to be needed is significa~t modification of the existing single media permit system - or, replacement of th~t system with an "environ_mental permitting" process that recognizes the 1nte_rrelated nature of environmental protection. 115 �Land Use d: �Urban development w/11 continue to sprawl outward. The urbanized areas in Southeast Michigan will spread out significantly by the year 2010, as the pattern called "sprawl" continues. There will be about a 40% increase in the amount of built-up land between 1980 and 201 O - to accommodate a population increase of only 5%. In 1980, the region had 615,000 acres of urbanized or built-up area, comprising 21 % of the region's total area of 2,906,000 acres. In 2010, it is estimated that an additional 246,000 acres of the region's land area will become urbanized, bringing the total amount of urbanized area in the region to nearly 30%. Table 4 provides a history of change in the amount of urbanized area in the region for 30-year periods beginning with 1890 and ending with 1980. The table also includes population change and the anticipated increase in urbanized area by 2010. While the largest percentage increase in urbanized area in the region was during the 1890 - 1920 period, the largest absolute increase in urbanization occurred during the 1950 - 1980 period, when more than 300,000 additional acres were developed. Figure 67 is a map showing the extent of urbanized area in the region from 1890- %Change 1890 1920 1950 1980 2010 2010, by 30-year time periods. In 1890, the region's urban development consisted of a large central city, several growing county seats and many small, outlying towns. Development spread outward during the first half of this century, following the major radial highways and transit corridors of Gratiot, Woodward, Grand River and Michigan Avenue. The county seats grew to cities and many small towns prospered. In the post-war era, much of the development pattern involved filling in between the fingers of early development. Development also extended along the Woodwarc;j corridor past Pontiac and along Dixie Highway into Waterford Township. In Macomb County, significant development followed Van Dyke into Shelby Township. In the outer counties, the 1950-1980 period included substantial growth in rural areas as well as continued growth surrounding the larger cities. By 201 O, there will be major additions to the area considered urbanized. Growth will be widespread, but most extensive in the northern and western parts of the Detroit metropolitan area. This growth from 1980 to 201 O will add 40% to the amount of urbanized land in the region. Urbanized Land In Southeast Michigan 1890 to 2010 % Change from Previous Period % Region Land Population Land Area Urbanized Area 48,000 acres 58,000 acres 311,000 acres 615,000 acres 861,000 acres Projection #42 2% 5% 10% 21% 30% 269% 97% 98% 40% Table4 207% 128% 40% 5% 1980 ~ource: Regional Planning Commission, Regional Land Use Plan for 1970, 1957· SEMCOG, and Use Inventory and RDF V'89. 121 �Density of Residential Development by Selected Community Types in Southeast Michigan Figure 68 Dwelling Units Per Acre 7 .------------------------------~ 6 5.5 5 4 3 2 1 0 Older Cities {Ann Arbor Pontiac) Post War Suburbs {Redford Twp. Warren) Source: SEMCOG, RDF v'89. 122 60s Suburbs {Livonia Southfteld) sos Suburbs {Novi Rochester Hills) Future Suburbs {Hartland Twp. Independence Twp.) �The trend toward scattered, low-density suburbanization w/11 continue through the year 2010. The scattered, low-density trend will result from the forecasted increase in households 1990 - 2010; the ongoing demand for single family detached homes on larger lots and an emerging pattern of lower density multiple family developments. There will be an additional 440,000 new or relocated households in the region between 1990 and 2010. The demand for single family homes on larger lots will continue in order to satisfy those desiring home ownership and wanting to have more open space. Such large - and scattered - lots are only available in fringe areas of the region. In addition, the demand for condominium living and the state and local requirements for maintaining open space have resulted in development of multiple family housing at lower densities. in the region were developed with similar single family subdivisions, but on high density, relatively small lots. Such lots typically had 40 feet of frontage, with some even smaller. The post-World War 11 era saw development of 50 foot lots, a type of development common in the inner suburbs. During the 1960s and early 1970s, extensive suburban development took place as 60 foot lots became standard. By the 1980s, 80 and 100 foot lots became common. Those factors established a pattern of increasingly greater use of land for population growth. There are three distinct waves to that trend: Local communities have responded to these demands and desires by adopting land use policies limiting most development to lower density residential, incorporating these lower density provisions in their zoning ordinances. • 1950-1980: Population grew only 40%, but it still took an additional 98% more land for that growth; and, The overall density of residential development has decreased substantially over time (Figure 68). Many of the older cities Projection #43 • 1920-1950: Population grew 128% while the developed area grew by a comparable amount, 97%; • 1980-2010: Amodest5% population growth is forecast, accompanied by a huge increase in developed land - some 40% more land to accommodate that 5% population increase. 123 �Land in Farms in Southeast Michigan Figure 69 1945-1987 Acres in Thousands 2,500 , - - - - - - - - - - - - - - - - - - - - - - - - - - i 2,118 2,000 1,500 1,000 500 0 1945 1959 1974 1987 Source: U.S. Census Bureau, Census of Agriculture . Flgure70 Land in Farms by County in Southeast Michigan 1945-1987 Acres in Thousands 400 ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - , 0 '------------'--------------1.___ _ _ _ _ _ _ _ 1945 1959 1974 1987 __J Livingston -¾- St. Clair -+-+- Macomb -4-- Monroe Washtenaw ---A- Source: U. S. Census Bureau, Census of Agriculture. 124 Wayne --B-- Oakland �Productive farmland w/11 continue to be lost as urbanized areas continue to sprawl outward and the In-filling of sparsely bu/It-up suburbs drives out farms currently Interspersed with development. Over the past several decades, active farming in Southeast Michigan has declined considerably as large amounts of farmland have been taken out of production. The decline in the amount of land in the region devoted to farming is the result of several factors: personal decisions by some farmers to cease operation; farm consolidations; improved farming technology; and, most significantly, the direct and indirect effects of urban encroachment. Much farm land has been converted to urban uses while some former farmland now lies vacant because it is no longer economically feasible to farm. Since the end of World War 11, some 1.2 million acres of land devoted to farming in Projection #44 the region have been taken out of agricultural production, a loss of 58%. There were 2,117,977 acres of land in farms regionwide in 1945 (Figure 69). By 1987, the acreage devoted to agricultural use had dropped to 892,362. There were losses in all seven counties in the region (Figure 70). However, the most significant losses in the region were in Oakland and Wayne co~nties, where there were 87% and 83% declines in the acres of land in farms. In spite of the decline in farming activity, Southeast Michigan still contributes to the state's major crop production. These crops include soybeans, oats, corn, potatoes and wheat. The region's ability to 125 µ �Prime Agricultural Lands * (Pre-Urbanization) Figure 71 NI C ST Cl.AUi ~ (,Rlf~WOOD GAA\<' SVfUC11 8RO(ll~AY eaa ( -..U (T1 11u t "(lNO<'.fl.H CtYOE G(NESU LA~U" ...~ ...,,, SHtAWASS([ QfN(S(( ....9 SPtflNGF1EtO DEIRFlllO ,OSCO . ....~ Prime Agricultural Lands IJIDFORO llJCASf~ Oftto St•M ll,_.I * Prime Agricultural lands shown on this map include: 1) areas of prime agricultural soils, and 2) priority or important agricultural areas based on soil characteristics and the presence of existing farming. Source: Detroit Metropolitian Regional Planning Commission, 1958; SEMCOG Regional Recreation and Open Space Plan, 1974; and SEMCOG RDF v.'89 __ ~ ] �continue to produce these crops will certainly diminish significantly with the continued spread of urbanization. Figure 71 shows Southeast Michigan's prime agricultural lands as they existed before urbanization. The agricultural areas include acombination of land consisting of prime agricultural soils and/or areas where existing agricultural use is deemed high priority for preservation . About 349,000 acres (57%) of this land that was well suited for agriculture was urbanized by 1980. It is estimated that another 59,000 acres will be affected by urban encroachment by the year 2010. Continued loss of productive farm land diminishes the region's ability to contribute to state, national and international needs for production of food not to mention the impact on the region's economy. In addition, there will be a loss of opportunity for residents of the region to personally enjoy open space and the rural landscape close to home or to visit or participate in farming activity, such as harvesting at u-pick farms. 127 ., , �Traditional long-range community planning and zoning w/11 continue to be the primary tools for local governments In managing land use; but those tools wlll not be sufficient to handle rapid growth nor to address areawide concerns, as communities find that diminishing financial resources 1/mlt their capacities for constructing urban Infrastructure even whlle there are growing sentiments to llmlt growth whlle protecting the environment. Long-range master planning will continue to be paramount to all local government land use decision-making. Comprehensive community planning has been, and will likely continue to be, a prerequisite to the adoption of zoning ordinances and other regulatory measures. However, local planning and zoning is often done independent of area-wide issues and concerns, and can contribute to urban sprawl. Many local governments are also looking to other land use control mechanisms to provide for rational and timely development. There is a growing consensus about the need for means that go beyond the traditional mechanisms to more effectively manage growth and development. This growing consensus is being driven by the rapid growth in some areas of the region, by limitations in revenue sources to finance infrastructure and by sharper recognition of the negative impacts of development on natural resources. For example, a group of six communities in Oakland County has formed a consortium to address the issue of uncontrolled growth. They have proposed legislation that would allow local communities to adopt a variety ~t regulatory measures to provide for rational and timely development. When the perspective is broadened beyond any single community, it is clear that there has been an overall lack of c?ordination between long-range planning in local communities and areawide Policies and objectives. There is great competition among local units of governments to seek and secure tax-generating urban development. Projection #45 That competition is often evidenced by local land use plans and zoning ordinances that designate excessive amounts of land for various land uses within a community. In addition, community plans and ordinances typically provide for a full range of land uses with strict separation of those uses. If such plans were fully implemented, the result would be sprawling and uncoordinated development. It has been estimated, for example, that the combined local land use plans in the region provide enough capacity for housing and serving some 9,000,000 people - despite that fact that fewer than 5,000,000 people are expected to live in the region for the next 20 years or more. Very often, local land use decisions are made independent of any consideration of areawide implications. Such local decisions often solve one local problem but generate another problem elsewhere. Many rapidly developing communities, for example, address potential traffic problems by reducing residential density. This approach simply transfers the problem elsewhere because households not able to settle in that community are driven farther out. As a result, those families farther out must drive longer distances to reach urban amenities, thus increasing total traffic on an areawide basis. Wetlands are another example. Some communities adopt strict ordinances to protect wetlands and woodlands. When that land is taken from the developable land pool, the development is driven farther out, threatening wetlands and woodlands in those fringe areas. 129 t<td �Public Finance �Public Finance Introduction It is uncertain whether local governments will be able to respond to future needs of their citizens. Many factors contribute to that growing concern about local governments' financial resources for meeting not only immediate needs but future obligations as well. In both Lansing and Washington, legislators increasingly withhold funding from local governments in order to balance state and federal budgets - even while additional mandates are issued to local government by both federal and state officials, mandates not usually accompanied by additional resources. Reliance on the property tax is a central fact of life for cities, villages, townships, counties and school districts. While the property tax base continues to grow in many developing parts of the region older communities face the same or increasing needs for services with stagnant tax bases. This chapter documents these trends: • There will be further cuts in federal and state aid to local governments, which will increase competition for remaining grants and exacerbate pressure to attract development that would strengthen the tax base. • Variations in local financial capability are substantial across the region. Higher tax rates in some older communities may be causing further deterioration of the tax base as businesses move to lower tax communities -where, in turn, tax rates will be driven up by problems resulting from growth. 133 �Figure 72 Federal Government Expenditures Fiscal Year 1990 State & Local Aid 10% Social Security 29% Interest ............................ All Other Defen.se ·······························• ................ Source: Senate Fiscal Agency, The Federal Budget Current Status and Its Impact on Michigan. January 1990 . Tables Federal Aid to Michigan Local Units of Government FY 1986 and FY 1988 (Dollars in Thousands) Peoorams Percent Change FY 1986 FY 1988 From FY 1986 Community and Economic Development Housing Transportation Environment Education Health Programs Food Commodities General Revenue Sharing Other Programs/FEMA Disaster Relief $150,234 179,032 92,236 129,439 57,647 14,067 61,095 221,168 $126,554 182,628 68,230 123,427 63,869 15,046 68,365 7,794 -15.8% 2.0% -26.0% -4.6% 10.8% 7.0% 11.9% -96.5% 25 589 ~ -77 9% TOTALS $930,507 $661,556 -28.9% Source: House Fiscal Agency, The FY 1988 Federal Budget: Implication for Michigan Local Units, February, 1988. 134 �Federal and state assistance to local governments w/11 continue to decllne, reducing discretionary spending Projection #46 and forcing greater competition for remaining funds. Federal spending that provides direct aid to state and local governments is one of the declining components of the total federal budget. Direct federal aid to state and local governments accounts for only 9.9% of federal outlays in FY 1990 (Figure 72), down from 14.2% of total outlays in FY 1980. Federal aid has been, and will continue to be, based on complex formulas that take into account such factors as population, income and existing levels of state programs. The formulas do not always benefit Michigan. Nationally, total federal aid to state and local governments increased from FY 1989toFY 1990 by 7.6% butthe Michigan amount only increased by 2.1 %, meaning that in inflation-adjusted dollars, federal aid dropped substantially. For federal aid to local governments, the pattern of reductions during the 1980s cut very heavily into areas traditionally dependent on federal funding (Table 5). In the years from FY 1986 to FY 1988, there were large cuts in funds for both community and economic development and transportation. The largest single reduction was the elimination of the Gen- eral Revenue Sharing Program (GAS) in 1987. A House Fiscal Agency survey of 21 of Michigan's largest cities showed that approximately 90% of the GAS dollars were used for police and fire protection. The total elimination of GAS forced cities to scale back city services, increase local revenue, or both. The overall impact on these 21 cities in Michigan was a $269 million reduction in two years, or 29%. With the .continuing federal deficit, it is very likely that we will see additional cuts in aid to both state and local governments. Local governments will continue to shoulder the burden of reducing the federal deficit. In addition, responsibilities will continue to be shifted by the federal government to local governments, leaving them to solve their own problems. If additional federal laws, mandates and court decisions are made without corresponding increases in revenue, the discretion of local elected officials in addressing local needs will be greatly limited. As federal grant programs are reduced, there will be greater competition emerging among jurisdictions for those limited funds. l 135 ... �Figure 73 Percentage Change in Shares of State Budget FY 1967/68 and FY 1988/89 General Gov't and Other Safety and 10% and Corrections 2% o/c Grants to 4 0 Local Gov't School Aid ( K-1 2) Dept. of Education and State Library 33% Health Higher Education 11% Social Services Transportation 17% 16% FY 1967/68 School Aid (K-12) Dept. of Education and State Library 18% General Gov't and Other Safety and Corrections 6% Grants to Local Gov't Health Social Services 29% Higher Education Transportation 9% FY 1988-89 Source: Public Sector Consultants, The State Budget, June 29, 1990. 136 �The major changes in the state budget since FY 1967-68 have been the increases in funds allocated to social services, corrections, and health and corresponding drops in the share allocated to education and transportation (Figure 73). These changes, in large part, reflect the financial costs of more demanding federal laws and mandates. The state budget is under continuing pressure due to: • A shifting economy. The Michigan economy is continuing to shift from predominantly manufacturing-based to a service-based economy. Because service jobs pay less on the average than manufacturing jobs, the state's revenue base is adversely affected. Losses in manufacturing jobs have also increased chronic joblessness, which has driven up social service costs. • Corrections. The prison construction program since 1985 has more than doubled prison capacity. Operating costs have increased. Corrections spending, excluding capital outlay, has increased from 2.8% of the total budget in FY 1978-79 to 7.7% in FY 1990-91. • Health care costs. State health care expenditures increased by 127.4% in the last 10 years. Total health care outlays consumed 20.8% of the total budget in FY 1980-81 and will grow to 25.9% in FY 1990-91. Some of the cost increase can be attributed to federal laws, regulations and mandates. 137 d �Table6 Revenue of Michigan Local Governments by Sourc, FY 1988 over FY 1978 {Dollars In Mllllons) Change In Revenue source FY 1978 FY 1988 Dollars Federal State Local Own Source $ 933.7 2,924.4 $ 244.9 2,873.5 $(688.8) (50.9) 4,793.9 5,703,4 ~ Total $8,652.0 $8,821.8 $169.8 Percent (73.8)% (1.7) 19..Q 2.0% Note: Dollars adjusted using Implicit Price Deflater for State and Local Purchases. Source: House Fiscal Agency, Silent Spending: Tax Expenditures and the Competition for Public Dollars, September, 1990. Figure 74 Local Government Income and Expenditures in Southeast Michigan, 1987 Other 12% .~. Misc. Education f; .enueir~~~:~ 42% '. . \ State Gov't. · 27% ( Federal Gov't. 4% Income Source: Census of Government, GC87 (4) 5, 1987. 138 Administration 6% Transportation 7% .,,_,,,/ Public Safety 10% Other 18% Expenditures �As a result of many factors, Including cuts In federal and state aid, local governments w/11 need to raise more revenue and shift spending priorities. If services are reduced and taxes Increased, It w/11 only worsen the fiscal situation of many local units of government by accelerating the flight of middle and upper Income taxpayers from their Jurisdictions. Continual federal and state funding losses will pose a serious dilemma for local governments. For many governments, such losses will result in a combination of service reductions and tax increases (Table 6). Growing communities face increased demands for services such as roads, fire protection and recreation. Older communities are increasingly required to provide elderly housing, other social services and to maintain aging infrastructure (Figure 74). In addition to diminishing direct federal and state funding resources, local governments have seen local property tax revenues increasingly go to local school districts, as state support for K-12 education has declined with general local government's share dropping from 49% in 1960 to 29% in 1985 (Figure 75 ). A review of property tax base and rate changes for Michigan's 1Ohighest-grow- Projection #47 ing and 10 lowest-growing state equalized valuation (SEV) cities from 1970 to 1985 shows that (Figure 76): • The 1Ofastest-growing cities experienced an average real per capita SEV growth of 54.5% while property tax rates decreased by 1.2%. • The 10 slowest-growing cities experienced an average real per capita SEV declines of 40.9% while property tax rates increased by 22.9%. (Five of the cities also relied on a local income tax.) There is a relationship between rate and base - as base declines, rates are pushed upward as cities attempt to maintain infrastructure and basic services. The limited federal and state funds available are inadequate to fill the gap created by declining tax bases. In addition, federal and state cuts adversely affect the maintenance and expansion of the region's infrastructure. 139 td �Distribution of Property Tax Revenues by Local Governments in Michigan Figure 75 1960 and 1985 Villages 1% /!A Cities 29% 1 II g Townships 2% ~1. • i .•• ' 1!!1111 Iii! a_ 1960 Villages 0% Townships 3% Counties 11% School Districts 71% 1985 Source: State Tax Commission, Michigan Dept. of Treasury. 140 - - -- - �Average Real per Capita Change and Tax Rate Change for Ten Highest and Ten Lowest Growing SEV Cities Figure 76 1970-1985 Ten Highest Growing Michigan Cities Percent 60 / .. 50 '-- · · · -+- - - SEV / / / / Tax Rates SEV 30 ._ 20 ._ 10 ~ Tax Rate -10 .....___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____, 1978 1988 Ten Lowest Growing Michigan Cities P_e·:::_: rc=en:_ t _______________________ 30 .- 7 20 10 -- ·10 ·20 ····· ·•·•··-······ ···-······· ····· ................ .. .. - -- SEV ...... :-.---....:.... .... ... ....... . ·30 SEV -40 ·50 -+- Tax Rate - - - - - - - - - - - - - - - - - - - - - -7o 1988 1978 Source: House Fiscal Agency, The Fiscal 1~88 Federal Budg:t Implications for Michigan Local Units, February, 19 · 141 t:rf �Percentage Change In SEV Between 1979 - 1989 and 1989 MIiiage Rate Selected Table 7 County SEV 1979 - 1989 1989 Millage Percent Chanoe Bala Uvinoston County Brighton Genoa Township Hartland Township 152.4 133.9 103.5 69.63 55.12 57.91 208.3 61.5 66.2 54.58 76.76 62.24 491.5 34.5 89.0 40.51 57.67 48.01 269.4 241.6 41.2 53.95 51.27 82.16 88.2 47.7 78.5 47.97 125.6 147.2 60.5 65.67 55.35 53.8 6.8 148.0 55.26 89.30 56.71 Macomb County Macomb Township Mt. Clemens Warren Monroe County Frenchtown Township Monroe Monroe Township Oakland County Rochester Hills Novi Pontiac st Clair County Fort Gratiot Township Port Huron Port Huron Township 63.04 48.82 Washtenaw county Ann Arbor Pittsfield Township Ypsilanti Township 68.35 Wayne County Dearborn Detroit Plymouth Township Note: The 1989 millage rate figures represent a total of county, city/village/township, and school millage rates. The school millage rate used in compiling the total millage rates for a jurisdiction were computed by dividing the total amount of taxes levied by all schools within its boundaries (K-12, ISO, Community College) by the total SEV. 142 Source: State Tax Commission, 1979 Ad Valorem Property Tax Levy Report, 1979 and 1989 Ad Valorem Property Tax Levy Report, 1989. �Local financial capacities w/11 continue to vary greatly within Southeast Michigan, causing local governments to push for economic development and to search for alternative revenue sources. The growth in jobs, income and businesses is very uneven across the region. As a result, the value of property and tax rates vary widely among communities. Increases in state equalized valuation (SEV) reflects continued growth and development of a community. SEVs and local tax rates directly affect the ability of local governments to continue to provide services. Local tax rates vary among local units of government depending on many factors, the most important of which is the amount and value of existing industrial and commercial property. Local financial capacities also vary according to the degree upon which tax incentives/tax abatements are in existence. Because of the competition for tax base, more and more communities find it necessary to offer tax incentives/tax abatements to businesses to encourage economic development - an action that limits tax revenues for long periods. Much of the region has doubled in SEV over the 1O year period of 1979-1989 (Figure 77). However, the increases in individual communities vary from 6.8% Projection #48 growth in Detroit to 492% in Monroe County's Frenchtown Township (Table 7). While many local units of government have increased in non-adjusted SEVs, others have experienced declines in the inflation-adjusted valuation of property over time. To help compensate for this loss in real SEV, such cities as Detroit, Highland Park, Hamtramck, Pontiac and Port Huron administer city income taxes. Additional cities will be forced to consider such a tax. In response to the pressures on the local revenue situation, public officials will continue to stress economic development as a vehicle to raise revenues without increasing taxes. Older jurisdictions will continue to be at a disadvantage in competing for such private sector investments. There will be continued dissatisfaction and controversy over the property tax. Pressure will grow to identify alternative revenue sources for the financing of needed services and alternative approaches for delivery of services - more user fees and subcontracting for services, for example. 143 �Percent Change in SEV by County Figure 77 1979-1989 Percent Change 160 ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - , 13? 140 0 /o .. 120 100 80 60 40 20 0 Livingston Macomb Monroe Oakland St. Clair Source: Michigan State Tax Commission, Ad Valorem Property Tax Levy Report, 1979 and 1989. 144 Washtenaw Wayne �Management and Governance - trf �Management and Governance Introduction Challenged by the need to provide better services and efficiently use shrinking resources, local governments are increasingly participating in a variety of cooperative ventures with neighboring communities. The search continues for effective methods to deal with areawide problems or provide services most efficiently - while preserving cherished local autonomy. In this chapter, several trends are presented: • The tradition of home rule and local control will persist, making it difficult to address areawide problems. • School district consolidation is likely to be an area of limited change, despite its potential for providing better services and reducing funding differentials. • The great variety of cooperative arrangements and organizations is an indicator of the need to deal with problems that go beyond individual community boundaries and conserve resources. • It will be difficult to change the continued pattern of sprawling development at the urban fringe, coupled with losses in older areas, without changes in the degree of cooperation between governments in Greater Detroit. 147 . 1 �Michigan Local Governments by Type Figure 78 1962-1987 Number of Governmental Units 2000 , - - - - - - - - - - - - - - - - - - - - - - - - - - - - - , 1500 Township 1000 School District 500 Special District Count o .________________.______________..___________ 1962 1967 School District ---e- Township 1977 --+- Special District --¾--- County Source: Census of Governments for 1962, 1967, 1977 & 1987. 148 ~ ~ 1987 Municipal �The fragmented and sometimes Inefficient system of local government w/11 persist, due to Michigan's strong tradition of home rule and local control. The responsibility for providing local government services is fragmented among 396 units of governments in Southeast Michigan (Figure 78). There are 240 separate and independent units of general local government with 3,015 elected officials - 7 counties, 116 cities and villages and 117 townships. In addition, there are 121 school districts and 25 special districts and authorities. As a result of overlapping and fragmentation of service responsibilities among the governmental units, no one unit of government will have the authority to cope with area problems that transcend its boundaries. This fragmentation is accompanied by a fragmentation of finan- Projection #49 cial resources required to support government services. Each unit of general local government has its own zoning and planning functions that make it difficult to address development impacts and problems on a coordinated, areawide basis. Local units of government will continue attempting to cope with a regional pattern of growth and development by making decisions that can only control land use within their boundaries - with little or no opportunity for neighboring communities to influence development that will have direct and significant impact on their roads, land uses and citizens. 149 �Figure 79 School Districts by Student Population in Southeast Michigan 1989-90 Student Population 50,000 and Over 20,000 - 49,999 10,000 - 19,999 5,000 - 9,999 4,000 - 4,999 3,000 - 3,999 27 2,000 - 2,999 1,000 - 1,999 Under 1,000 0 - 5 10 15 Number of Districts Source: Intermediate School Districts. 150 20 25 30 35 �There wlll be limited further consolidation of school districts, as some districts seek to Improve weak programs and provide broader programs. As recently as 1942, there were more than 820 school districts in Southeast Michigan. There are now 114 K-12 school districts, 7 intermediate school districts and 9 community colleges. School districts in the region serve a wide range of sizes of student populations (Figure 79). The school districts are independent of each other and have their own separately elected boards. These boards may levy school taxes and issue bonds with the approval of the voters. The earlier reduction of districts was accomplished through the consolidation and annexation of districts. In more recent years, few consolidations have occurred .18 It is possible that additional school districts will consolidate for a number of reasons: Projection #50 • declining student enrollments; • revenues that do not keep pace with costs; • desires to improve educational quality; and, • need to provide broader range of programs and services. Where consolidation does not occur, groups of school districts will continue to enter into _cooperative arrangements to provide for the delivery of educational services. Educational partnerships between community colleges, intermediate school districts and local K-12 school districts will be continued and expanded. 151 �There w/11 be Increasing Interest In Intergovernmental groupings and other forms of cooperation as local governments seek to cope with areawide Issues as well as more efficiently use limited resources. The public will continue to demand increased services - or, at least no decrease in services - with, of course, no increase in taxes to fund the services. That reality will force local governments to seek ways in which they can work together in addressing common issues and, probably, deliver common services. Fortunately, there is a range of proven options for such cooperation among local governments, including: • single purpose regional agencies, such as the Huron-Clinton Metropolitan Authority; • multi-purpose sub-regional agencies, such as the Conference of Western Wayne or the Downriver Community Conference; • participation in the large regional planning process at SEMCOG, the Southeast Michigan Council of Governments; • cooperative programs in sub-regional consortia, such as the emerging Brighton Area Council of Governments (BACOG), a cooperative effort of five general purpose local governments and a school district; • resource-sharing cooperatives among individual units of local government- Projection #51 a compilation of such arrangements has been made by the Metropolitan Affairs Corporation, a regional nonprofit urban affairs foundation. All of those arrangements are able to provide opportunities for jointly addressing areawide problems and/or cooperatively providing governmental services in a cost effective manner that conserves resources for all participants. Nationally, there are many examples of such cooperation, both voluntary and mandatory. In some cases, local governments transfer service delivery up to a higher level of agency - the county, or the regional council of governments. In other situations, state governments have recognized the resource and duplication problems and created areawide agencies to relieve local governments of specific service delivery responsibilities. In a state with strong local home rule traditions, such as Michigan, such arrangements are generally seen as a last resort. Faced with the certainty that federal and state governments are clearly moving toward shifting increased responsibilities to local governments without companion resources, local governments in Greater Detroit will move steadily closer to that "last resort" state of affairs over the next 20 years. 153 �m, References �References Sources for most data cited in the report are shown 00 the tables and figures. Other sources of information directly cited in the text are: 1. United Community Services of Metropolitan Detroit Today, Tomorrow and Beyond. 1989, p. 37. 2. Ibid, p. 10. 3. Ibid, p. 8. 4. U.S. Census Bureau, Statjstjcal Abstract of the United States· 1988. 1987, p. 60. 5. University of Michigan, Detroit Area Study, Separate and Unequal - The Racial pjyjde. December 1989, p. 5. 6. United Community Services of Metropolitan Detroit, A Study of the Middle East Community in the Detroit Metropolitan Area. 1985, p. 24. 7. Joe T. Darden, et al, Detroit: Race and Uneven Development. Temple University Press, 1987, pp. 80-81. 8. University of Michigan, Detroit Area Study, op cit, p. 20. 9. Michigan Department of Education, Oakland County Fourth Friday Counts, SC4203 Reports, 1979 and 1989. 1o. Timothy Bledsoer From One World Three; Political Chance in Metropolitan Detroit. Wayne State University, July 1990. 11. Ibid, p. 2. 12. National Commission on Excellence in Education. A Natjon at Rjsk· The Imperative for Educational Reform. April 1983. 13. u.s. Department of Transportation, 1983-1984 Natjonwjde Personal Transportation SuNey. 1984. 14. 1965 TALUS Study, and 1980 SEMCOG and SEMTA Regional Travel Survey. 15. Michigan Department of Transportation, Greater Detroit Freeway Rehabilitation. 1990, p. 3. \ Michigan Council on Environmental Quality, "Land Use Change Analysis," September 1990. 1ichigan Department of Natural Resources, "Waste Minimization ·qtegies" (draft), 1990. ns Research Council of Michigan, School pjstrjct Qroanjzatjon jn 'ID, November, 1990. 157 �Regional Development Initiative Oversight Committee Co-Chairpersons: Marilynn Gosling, Commissioner, Oakland County E. A. Jackson Morris, Supervisor, Pittsfield Township SEMCOG Staff Project Coordinators: Edward J. Hustoles, Deputy Executive Director-Planning James B. Rogers, Manager, DataCenter SEMCOG Chairperson: Clyde Cleveland, Councilman, City of Detroit SEMCOG Executive Director: John M. Amberger CL YOE CLEVELAND Chairperson Councilman, City of Detroit GERALD M. McCAFFREY First Vice Chairperson Vice President, Macomb Intermediate Board of Education MARTHA L. HOYER Vice Chairperson Council Member, City of Novi E.A. JACKSON MORRIS Vice Chairperson Supervisor, Pittsfield Township DENNIS M. RITTER Vice Chairperson Supervisor, Waterford Township RICHARD A RUDNICKI Vice Chairperson Drain Commissioner, Livingston County Southeast Michigan Council of Governments 660 Plaza Drive, Suite 1900, Detroit, Ml 48226 Telephone: (313) 961-4266 FAX: (313) 961-4869 MILTON L. MACK JR. Immediate Past Chairperson Commissioner, Wayne County JOHN M. AMBERGER Executive Director �SEMCOG, the Southeast Michigan Council of Governments, is a voluntary association of governmental units in Livingston, Macomb, Monroe, Oakland, St. Clair, Washtenaw and Wayne Counties. SEMCOG fosters interg·o vernmental cooperation by providing the public forum in which local elected officials may coordinate planning and decision making on issues which cross local jurisdictional boundaries. SEMCOG's principal activity is planning, including adoption of regionwide plans and policies in the areas of transportation, community and economic development, water and air quality, solid waste disposal, sewage treatment, storm drainage and other environmental concerns as well as public safety and land use. SEMCOG also maintains the region's most extensive data base for planning and tor economic development work. It is a depository tor all U.S. Census data as well as the great volume of data generated in various planning activities tor more than 25 years. All SEMCOG policy decisions are made by local elected officials. This insures that regional policies reflect the interests of member communities. SEMCOG helps member communities conserve resources and save tax dollars by providing technical assistance, statistical data and policy direction. All cities, villages, townships, counties, intermediate school districts and community colleges in the seven-county region are eligible to join SEMCOG. Three principal sources of revenue support SEMCOG programs: federal grants and contracts, state grants and membership fees. SEMCOG has two policy-making bodies: the General Assembly and an Executive Committee. The General Assembly adopts the Council's annual budget and membership fee schedules; reviews and gives final approval to all regional plans; adopts and/or amends bylaws; and is, in essence, the membership's voice on regional issues and needs. Each member community is represented on the General Assembly. The Executive Committee is SEMCOG's chief "working committee" functioning on behalf of the General Assembly between its meetings. It serves as the financial control body tor all budgeted items and other financial programs approved by the General Assembly. It proposes, discusses and reviews regional studies and plans and forwards its recommendations to the General Assembly for final action. O Printed at SEMCOG on recycled paper � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Detroit_Future-Trends-Report_1991 Creator An entity primarily responsible for making the resource Southeast Michigan Council of Governments Date A point or period of time associated with an event in the lifecycle of the resource 1991-01 Title A name given to the resource The "Business as Usual" Trend Future: The Data Base Description An account of the resource The "Business as Usual" Trend Future: The Data Base report was prepared in January 1991 by the Southeast Michigan Council of Governments. Subject The topic of the resource Government report series Detroit, Michigan Wayne 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/b982be27820f779c9f9ed32bce530f6c.pdf 7276beaae399df11dc22cb6efcb2a820 PDF Text Text ... Planning For The Future Today Southeast Michigan Council Of Governments �• SBCOG... Planning For The Future Today SEMCOG is a regional planning partnership, accountable to member local governments in Southeast Michigan. Its primary missions are 1) planning on issues that extend beyond individual government boundaries and 2) intergovernmental relations in cooperation with local government, as well as state and federal agencies. The SEMCOG partnership strengthens efficient and effective local government, supporting local planning through its technical, data and intergovernmental resources. SEMCOG's membership includes cities, villages, townships, counties, intermediate school districts and community colleges in Livingston, Macomb, Monroe, Oakland, St. Clair, Washtenaw and Wayne Counties. SEMCOG's principal planning activities include adoption of region-wide plans and policies in the area of transportation, community and economic development, water and air quality and other environmental concerns as well as public safety and land use. SEMCOG also maintains the region's most extensive planning database, for demographic, transportation, infrastructure and development, both economic and physical. It is a depository for U.S. Census data as well as the great volume of data generated in various planning activities for more than 35 years. SEMCOG implements direct services through RideShare, the region's car/vanpool matching service; the Center for Joint Public Services, a resource for cooperative intergovernmental arrangements and the SEMCOG library's local ordinance files and governmental problem-solving service. Three principal sources of revenue support SEMCOG programs: federal grants and contracts, state grants and contracts and membership fees. All SEMCOG policy decisions are made by local elected officials, insuring that regional policies reflect the interests of member communities. There are two policy-making bodies: the General Assembly and an Executive Committee, with each member community represented on the General Assembly. SEMCOG's deliberative process includes broad-based representation from local government and the business community as well as environmental organizations and other special interest groups. They function together in technical advisory councils for transportation, environment, community and economic development, data analysis and education. \(f Printed at SEMCOG on recycled paper �Population and Households in Southeast Michigan, 1990-2000 July 2000 © SEMCOG 2000 Abstract This document contains estimates of population and households for every county and community in the seven-county region of Southeast Michigan, 1990-2000. It includes a brief explanation of recent changes in the region's population and a synopsis of the methodology used to produce the estimates. The report also lists possible factors that may cause differences between these estimates and Census 2000 results. Preparation of this document was financed in part through grants from the U.S. Department of Transportation , Federal Transit Administration and Federal Highway Administration , through the Michigan Department of Transportation and local membership contributions. Permission is granted to cite portions of this publication with proper attribution. The first source attribution must be SEMCOG , the Southeast Michigan Council of Governments. Subsequently, SEMCOG is sufficient. Reprinting in any form must include the publication's full title page. SEMCOG Southeast Michigan Council of Governments Information Services 660 Plaza Drive, Suite 1900 Detroit, MI 48226 313-961-4266 • Fax 313-961 -4869• www.semcog.org �1 Table of Contents Page 2 2 3 Regional Summary Importance of the Estimates Methodology and Use Table of Data Displays Tables 7 7 9 11 13 17 19 21 Table Table Table Table Table Table Table Table 1 2 3 4 S 6 7 8 Southeast Michigan Household and Population Estimates, 1990-2000 Livingston County Household and Population Estimates, 1990-2000 Macomb County Household and Population Estimates, 1990-2000 Monroe County Household and Population Estimates, 1990-2000 Oakland County Household and Population Estimates, 1990-2000 St. Clair County Household and Population Estimates, 1990-2000 Washtenaw County Household and Population Estimates, 1990-2000 Waym., County Household and Population Estima es, 1990-2000 Figures 4 s ., 6 6 8 8 10 10 12 12 16 16 18 18 20 20 Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure 1 2 3a 3b 4a 4b Sa Sb 6a 6b 7a 7b Sa Sb 9a 9b Southeast Michigan Change in Households, 1990-2000 Southeast Michigan Change in Population, 1990-2000 Livingston County Change in Households, 1990-2000 Livingston County Change in Population, 1990-2000 Macomb County Change in Households, 1990-2000 Macomb County Change in Population, 1990-2000 Monroe County Change in Households, 1990-2000 Monroe County Change in Population, 1990-2000 Oakland County Change in Households, 1990-2000 Oakland County Change in Population, 1990-2000 St. Clair County Change in Households, 1990-2000 St. Clair County Change in Population, 1990-2000 Washtenaw County Change in Households, 1990-2000 Washtenaw County Change in Population, 1990-2000 Wayne County Change in Households, 1990-2000 Wayne County Change in Population, 1990-2000 �2 Regional Summary The population of Southeast Michigan continues to increase. Between 1990 and 2000, the region's population grew by more than 230,000 to 4.83 million, an increase of 5.1 percent. According to SEMCOG's report, 1999 Southeast Michigan Population and Household Estimates, the region began the 1990s with an annual population growth rate of 0.4 percent, which was less than half of Michigan's one percent population growth. During the mid-1990s, Southeast Michigan surpassed the state's growth rate and closed the decade with a growth rate of 0.7 percent compared to the state's 0.4 percent. Between 1990 and 2000, the region's households have grown at a faster rate than population. In 1990, there were 1.69 million households which grew by 10.4 percent to 1.87 million households in 2000. Households growing faster than population can be explained by the changing composition of households over time. While households with children have remained relatively stable over time, there has been a significant increase in the number of households without children, as the children of baby boomers have grown up and moved from home leaving their parents as empty nesters. The overall result has been a steady decline in the average household size, from 2.66 in 1990 to 2.53 in 2000. Importance of the Estimates There are two major reasons why SEMCOG continues to produce estimates even though Census 2000 was recently concluded. First, the SEMCOG estimates program was established in the 1970s to meet a growing demand for working household and population numbers among data users. These data enable them to plan until census results become available. Second, when the 2000 census figures become available, SEMCOG will do a comparison and then adjust its procedures for estimating population and households. The estimates presented here may differ from the 2000 census results due to several factors that change over time in each community and can only be accurately measured by the census. These factors include unanticipated post-1990 changes in household sizes and occupancy rates, annexation (shifting existing population between communities), changes in census undercount and overcount rates and discrepancies in building permit data. �3 Methodology and Use Household and population estimates are produced using the housing unit method. The housing unit method is the standard procedure. The change in the number of housing units is added to the 1990 census housing stock to determine these July 1, 2000 estimates. New housing additions and demolitions are taken from permits issued by SEMCOG communities for residential buildings and demolitions. Assumed vacancy rates are then applied to the estimated housing units to arrive at occupied housing units. Occupied housing units are converted to household population by applying an assumed household size. Separate estimates are completed by type of structure - single-family structures, two-family structures, multi-family (structures with three or more units), manufactured housing units and other structures containing housing units. Group quarters data from the Michigan State Demographer's Office are also used as an input. For purposes of these estimates, 1990 census vacancy rates for each of the housing structure types were assumed to prevail. However, the average household size for each of the housing structure types was assumed to have declined from 1990. The estimates for Detroit are based on their recent Master Address File, which provides a more accurate count of the city's housing units. Estimates for the cities of Dearborn and Hamtramck have been adjusted upward to reflect an increase in student enrollment in their respective public schools. Other communities - Clay Township, Dexter Township, Hamburg Township, Rose Township and Lyndon Township, for example - had their estimates adjusted upward because their 1990 vacancy rates reflected significant numbers of seasonal vacant housing units. The housing unit method provides a very accurate estimate of households. However, as time passes since the last census, a community's mix of households may change substantially. If there is significant turnover in households, and young families with children are replacing older one- and two-person households, the method may miss some of the population change. �4 Figure 1 Southeast Michigan Change in Households, 1990-2000 ONTARtO, CANADA. • • Decrease greater than 1% loss Little change 1% loss to 1% gain GJ Moderate increase 1% to 15% II Large increase greater than 15% • N COUNTY TOWNSHIP CITY V~ FRENCI-ITOWN Lake EM © 2000 SEMCOG �5 Figure 2 Southeast Michigan Change in Population, 1990-2000 ONT.ARK>, CANADA • • Decrease greater than 1% loss • Little change 1% loss to 1% gain CJ Moderate increase 1% to 15% • Large increase greater than 15% • N COUNT'/ TOWNSHIP CITY \'1logo FRENCHTOWN Lake EM © 2000 SEMCOG �6 Figure 3a Livingston Cqunty Change in Households, 1990-2000 ~ Decrease greater than 1% loss Figure 3b Livingston County Change in Population, 1990-2000 • • • Little change 1% loss to 1% gain Moderate increase 1% to 15% Large increase greater than 15% �7 Table 1 Southeast Michigan Household and Population Estimates, 1990-2000 Households Change July 1, I 2000 I Number Percent Regional Summary April 1, 1990 I 55,895 312,451 38,&\7 264,991 • 46,508 55,556 472,894 63,630 126,572 788,873 1,875,871 410,488 52,882 104,528 780,535 1,698,819 17,008 47.460 91048 62,406 10,748 22,044 8,338 1n,os2 43.7 17,9 19.5 15.2 20.3 21.1 1.1 10.4 County Livingston County Macomb County Monroe County ·• Oakland County St. Clair County Washtenaw County Wayne County Southeast Michigan I Household Size April 1, July 1, 1990 2000 2.83 2.44 2.64 2.94 2.68 2.84 2.61 2.58 2.60 2.33 2.53 2.53 2.73 2.50 2.67 2.66 April 1, 1990 I 115,645 717,400 Population July 1, I Change 2000 INumber Percent 159,326 770,995 148,129 1,2291896 166,640 316,040 2,035,536 4,826,562 133,600 1,083,592 145,607 282,937 2,111,687 4,590,468 43,681 53,595 14,529 146,304 21,033 33,103 -76,151 236,094 37.8 7.5 10.9 13.5 14.4 11.7 -3.6 5.1 Table 2 Livingston County Household and Population Estimates, 1990-2000 April 1, 1990 38,887 2,374 4,659 841 561 961 968 3,709 3,892 4,435 909 2,211 3,256 1,336 493 1,538 1,535 518 I I Households Change July 1. I 2000 I Number Percent 17,008 43.7 55,895 2,968 6.036 1,109 902 1,306 1,075 5,890 5,266 7,111 1,459 3,836 3,963 2,035 972 2,365 2,869 594 11377 25.0 268 341 699 479 31.9 60.8 35.9 11.1 58.8 35.3 60.3 60.5 73.5 21.7 52.3 97.2 827 53.8 1,334 345 107 2,181 1,374 2,676 550 1,625 707 29.6 11505 721 1,910 203 405 86.9 39.2 26.9 2,211 975 2,.933 1,169 722 194 32.7 19.9 Community Livingston County Brighton Brighton Twp Cohoctah Twp ConwayTwp Deerfield Twp Fowlerville Genoa Twp Green Oak Twp Hamburg Twp HandyTwp Hartland Twp Howell Howell Twp Iosco Twp Marion Twp Oceola Twp Pinckney Putnam Twp Tyrone Twp Unadilla Two Household Size April 1, July 1, 1990 2000 I 2.94 2.83 2.40 3.17 223 3.20 3.24 3.11 2.74 2.91 2.86 3.08 3.06 3.12 2.95 2.63 2.78 2.78 April 1, 1990 I Population July 1, I Change 2000 INumber Percent 115,645 5,686 14,815 159,326 43,681 37.8 6,631 945 18,625 3,810 16.6 25.7 2,693 3,405 712 26.4 1,818 3,000 2,648 10,820 11,604 2,813 3,866 2,822 16,358 15,094 19,972 4,387 11,062 9}291 995 866 174 54.7 28.9 6.6 51.2 30.1 52.7 2.89 2.77 13,083 3.-11 3.09 2.43 3.13 3.18 3.20 3.15 3.00 2.87 2.28 2.95 3.07 3.07 2,840 6,860 8,147 4,294 1,567 4,918 7,259 3.06 2.95 2.92 2.97 2.86 4,866 1,603 4,580 6,854 2,949 8,800 2,154 3.05 3.04 3.10 2.98 6,118 2,980 5,576 8;731 3,382 5,538 3,490 6,889 1,547 4,202 1,144 1,824 1,413 2,341 3,934 551 996 1,877 433 54.5 61.3 14.0 42.5 90.2 47.6 80.8 34.4 21.7 27.4 14.7 �8 Figure 4a Macomb County Change in Households, 1990-2000 II Decrease greater than 1% loss Little change 1% loss to 1% gain G6J Moderate increase 1% to 15% Large increase greater than 15% • • Figure 4b Macomb County Change in Population, 1990-2000 • �9 Table 3 Macomb County Household and Population Estimates, 1990-2000 Households Change April 1, I July 1. 1990 2000 INumber Percent 264,991 312,451 47,460 17.9 562 59 11.7 503 39.7 879 1,228 349 1,324·•. 67.1 2,213 889 3,974 1.7 3,906 68 4,516 50.7 8,916 13,432 7,037 21.7 32,459 39,496 62 0.5 13,505 13,443 862 16.6 5,180 6,042 0.0 0 48 48 11,112 1,165 11.7 9,947 57.2 1,539 560 979 18,570 11,215 152.5 7,355 5.6 18 320 338 0.3 7,307 20 7,287 39.3 3,149 888 2,261 253 32.8 1,025 772 291 27.7 1,343 1,052 474 30.8 2,014 1,540 324 42.9 756 1,080 16.4 1,537 217 1,320 4.6 20,435 898 19,537 7,682 45.6 24,518 16,836 5,155 12.6 45,990 40,835 201 0.7 27,419 27,218 ·1,971 4.4' 83 1,888 2.4 1,326 55,928 54,602 74.4 2,84.8 6,676 3,828 I . Household Size April 1, I July 1, Community 1990 2000 2.44 Macomb County 2.68 Armada 2.98 2.74 Annada Twp 3.35 3.05 Bruce Twp 3.15. · 2.90 · 2.25 Center Line 2.01 Chesterfield Twp 2.90 2.70 2.63 2.33 Clinton Twp 2.62 2.34 Eastpointe Fraser 2.63 2.38 Grosse Pte Shs (Pt} 2.19 1.96 Harrison Twp 2.22 2.47 LenoxTwp 3.10 2.62 Macomb Twp 3.09 2.89 ❖ Memphis Part 2.80 2.52 Mt Clemens 2.34 2.09 New Baltimore 2.53 2.40 New Haven 2.97 2.64 3.03 Ray Twp 2.77 2.60 Richmond 2.32 Richmond Twp 3.18 2.91 Romeo 2.63 2.31 Roseville 2.62 2.33 Shelby Twp 2.89 2.59 Sterling Heights 2.87 2.59 St. Clair Shores 2.49 2.22 2.66 2.37 Utica Warren 2.63 2.34 Washington Twp 2.96 2.81 April 1, 1990 717,400 1,548 2,943 4,193 9,026 25,905 85,866 35,283 13,899 105 24,685 3,069 22,714 896 18,405 5,798 2,331 3,230 4,141 2,528 3,520 51,412 48,655 117,810 68,107 5,081 144,864 11,386 I Pooulation July 1, I Change 2000 !Number Percent 7.5 770,995 53,595 1,585 37 2.4 27.2 801 3,744 53.4 6,434 2,241 -812 -9.0 8,214 36,380 10,475 40.4 92,708 6,842 8.0 -3,626 -10.3 31,657 14,667 5.5 768 94 -10.5 -11 24,851 166 0.7 5,390 75.6 2f321 ·. 53}14 31,000 136.5 -45 -5.0 851 -1,905 -10.4 16,500 1,812 7,610 31.3 2,747 17.8 416 3,764 534 16.5 4,809 16.1 668 3,263 735 29.1 2.3 3,601 81 -7.0 47,808 -3,604 63,605 14,950 30.7 119,922 2,112 1.8 -10.0 61,305 -6,802. ·•· 4i735 -346 -6.8 -8.7 132,238 -12,626 18,799 7,413 65.1 �10 Figure 5a Monroe County Change in Households, 1990-2000 . '! • 1:1 Decrease greater than 1% loss • • Little change 1% loss to 1% gain Moderate increase 1% to 15% II Large increase greater than 15% Figure 5b Monroe County Change in Population, 1990-2000 EXETER MILAN DU~OEE '- e • SUMMERFIELD RA!SJNVFLJ.E IDA �11 Table 4 Monroe County Household and Population Estimates, 1990-2000 I April 1, 1990 46,508 1,588 8,058 1,588 981 1,088 875 1,529 145 861 6,544 1,446 1,583 919 526 154 368 569 8,430 4,439 422 1,466 409 997 1,523 . July 1, 2000 55,556 1,881 10,566 2.160 1,053 1,493 1,020 1,928 175 1,017 8,059 1,652 1,796 1,083 564 161 685 616 8,692 5,419 447 1,785 450 1,150 1,704 .. Chanae Number Percent 9,048 293 2,508 572 72 405 145 399 30 156 1,515 206 213 164 38 7 317 47 262 980 25 319 41 153 181 19.5 18.5 31.1 36.0 7.3 37.2 16.6 26.1 20.7 18.1 23.2 14.2 13.5 17.8 7.2 4.5 86.1 8.3 3.1 22.1 5.9 21.8 10.0 15.3 11 .9 Community Monroe County Ash Twp Bedford Twp Berlin Twp Carleton Dundee Dundee Twp Erie Twp Estral Beach Exeter Twp Frenchtown Twp Ida Twp LaSalle Twp London Twp Luna Pier Maybee Milan Part Milan Twp Monroe Monroe Twp Petersburg Raisinville Twp South Rockwood Summerfield Twp Whiteford Twp I Household Size April 1, July 1, 1990 2000 2.84 2.97 2.94 2.92 2.82 2.45 3.10 2.94 2.97 3.19 2.74 3.15 3.14 3.17 2.87 3.25 2.66 292 2.62 2.64 2.85 3.15 2.99 3.09 2.91 2.64 2.78 2.73 2.70 2.59 2.37 2.90 2.65 2.77 2.98 2.53 2.95 2.94 2.96 2.68 3.02 2.11 2.72 2.44 2.46 2.64 2.91 2.78 2.88 2.72 April 1, 1990 133,600 4,710 23,748 4.635 2,770 2,664 2,712 4,492 430 2,753 18,225 4,554 4,985 2,915 1,507 500 980 1,659 22,902 11,909 1,201 4,619 1,221 3,076 4,433 I Pooulation July 1, I Chanae 2000 I Number Percent 148,129 5,225 28,906 5,828 2,728 3,531 2,953 5,104 485 3,040 20,690 4,875 5,287 3,205 1,512 487 1,448 1,674 22,059 13,512 1,182 5,189 1,252 3,315 4,642 14,529 515 5,158 1,193 -42 867 241 612 55 287 2A65 321 302 290 5 -13 468 15 -843 1,603 -19 570 31 239 209 10.9 10.9 21.7 25.7 -1 .5 32.5 8.9 13.6 12.8 10.4 13.5 7.0 6.1 9.9 0.3 -2.6 47.8 0.9 -3.7 13.5 -1.6 12.3 2.5 7.8 4.7 �12 Figure 6a Oakland County Change in Households, 1990-2000 Figure 6b Oakland County Change in Population, 1990-2000 • • • Decrease greater than 1% loss Little change 1% loss to 1% gain Moderate increase 1% to 15% 11 Large increase greater than 15% �13 Table 5 Oakland County Household and Population Estimates, 1990-2000 April 1, 1990 410,488 1,596 6,453 6,611 4,075 410 9,120 1,517 15,618 3,535 431 5,544 7,670 4,690 29,217 9,858 975 1,534 7,284 5,933 2,056 1,095 2,376 7,977 1,235 122 1,240 1,577 121 2,994 12,850 1,992 2,190 1,230 12,747 2,726 10,891 696 7,331 I Households Change July 1, I 2000 I Number Percent 472,894 62,406 15.2 2,080 30.3 484 1,807 28.0 8,260 6,701 90 1.4 4,113 0.9 38 4.1 427 17 9,390 270 3.0 1,593 5.0 76 16,713 7.0 1,095 4,691 1,156 32.7 3.7 16 447 1.5 5,629 85 3,204 41.8 10,874 4,739 1.0 49 32,789 9,929 1,098 1,932 7,326 7,094 2,420 1,349 2,389 11,876 1,228 133 1,284 1,605 142 4,343 13,135 2,569 3,001 1,305 18,770 4,444 10,957 771 11 ,173 3,572 71 123 398 42 1,161 364 254 13 3,899 -7 11 44 28 21 1,349 285 577 811 75 6,023 1,718 66 75 3,842 12.2 0.7 12.6 25.9 0.6 19.6 17.7 23.2 0.5 48.9 -0.6 9.0 3.5 1.8 17.4 45.1 2.2 29.0 37.0 6.1 47.3 63.0 0.6 10.8 52.4 Household Size April 1,1 July 1, April 1, 1990 2000 1990 Community 2.61 Oakland County 2.58 1,083,592 4,785 Addison Twp 2.99 2.96 17,076 2.40 2.32 Auburn Hills 2.50 16,960 Berkley 2.56 2.52 10,610 Beverly Hills 2.58 Bingham Fanns 2.44 2.41 1,001 2.13 19,997 Binningham 2.19 Bloomfield Hills 2.68 2.64 4,288 2.63 42,137 Bloomfield Twp 2.68 Brandon Twp 3.01 10,799 3.04 Clarkston 2.33 2.30 1,005 Clawson 2.48 2.42 13,874 Commerce Twp 2.88 2.83 22,156 Fannington 2.14 10,170 2.09 Fannington Hills 2.52 2.47 74,614 Ferndale 2.54 2.48 25,084 Franklin 2.69 2.63 2,626 Groveland Twp 3.05 3.03 4,705 Hazel Park 2.75 2.67 20,051 Highland Twp 3.02 2.97 17,941 Holly 2.68 2.63 51595 HollyTwp 2.97 2.92 3,257 Huntington Woods 2.70 2.64 6,419 Independence Twp 2.95 2.83 23,717 Keego Harbor 2.37 2.32 2,932 Lake Angefus 2.69 2.63 328 Lake Orion 2.37 2.32 3,057 Lathrup Village 2.75 2.68 4,329 Leonard 2.95 2.89 357 Lyon Twp 2.83 2.85 8,828 Madison Heights 2.49 2.43 32,196 Milford 2.74 2.69 5,500 Milford Twp 2.98 2.94 6,624 2.74 Northville Part 2.70 3,367 Novi 2.58 2.57 33,148 Oakland Twp 3.02 3.02 8,227 Oak Park 2.73 2.80 30,468 Orchard Lake 2.94 2.88 2,286 Orion Twp 2.80 21 ,019 2.84 I Population July 1, I Change 2000 I Number Percent 1,229,896 146,304 13.5 1,382 6,167 28.9 3,426 20.1 20,502 -185 16,775 ·1.1 10,460 -150 -1.4 1,027 26 2.6 20,025 28 0.1 4,426 138 3.2 44,175 2,038 4.8 14,165 3,366 31 .2 1,027 2.2 22 -141 13,733 -1.0 30,763 8,607 38.8 10,012 -158 -1.6 81,979 24,665 2,890 5,893 19,578 21,052 6,460 3,938 6,296 33,796 2,848 350 3,092 4,302 411 12,378 32,043 6,947 8,947 3,521 48,572 13,412 29,867 2,462 31,414 7,365 -419 264 1,188 -473 3,111 865 681 -123 10,079 -84 22 35 -27 54 3,550 -153 1,447 2,323 154 15,424 5,185 -601 176 10,395 9.9 -1.7 10.1 25.2 -2.4 17.3 15.5 20.9 -1.9 42.5 -2.9 6.7 1.1 -0.6 15.1 40.2 -0.5 26.3 35.1 4.6 46.5 63.0 -2.0 7.7 49.5 �14 Table 5 (continued) Oakland County Household and Population Estimates, 1990-2000 April 1, 1990 I 452 1,151 3,082 1,064 24,763 22,353 3,451 1,589 28,344 2,451 32,118 2,678 3,276 843 26,167 2,794 25,476 19,342 7,805 4,114 1,658 Households July 1, I Change 2000 I Number Percent 556 1,345 4,947 1,067 25,333 25,801 4,740 2,166 28)88 2,432 33,290 3,904 4,879 840 29,986 3,352 29,744 23,341 10,167 5,783 1,714 104 194 11865 3 570 3,448 1,289 577 444 -19 1,172 1,226 1,603 -3 3,819 558 4,268 3,999 2,362 1,669 56 23.0 16.9 60.5 0.3 2.3 15.4 37.4 36.3 1.6 -0.8 3.6 45.8 48.9 -0.4 14.6 20.0 16.8 20.7 30.3 40.6 3.4 Community I Household Size April 1, July 1, 1990 2000 2.72 2.53 2.85 2.55 2.69 2.72 2.12 3.05 2.23 1.98 2.27 2.48 2.96 2.22 2.76 2.17 2.54 West Bloomfield Twp 2.74 2.53 2.89 2.61 2.76 2.70 2.10 3.10 2.29 2.04 2.34 2.47 3.02 2.27 2.78 2.25 2.59 2.81 Whtte Lake Twp 2.87 Wixom Wolverine Lake 2.07 2.85 2.80 2.20 2.78 Ortonville Oxford Oxford Twp Pleasant Ridge Pontiac Rochester Hills Rochester Rose Twp Royal Oak Royal Oak Twp Southfield South Lyon Springfield Twp Sylvan Lake Troy Walled Lake Waterford Twp 2]8 April 1, ] 1990 1,252 2,929 9,004 2,775 71 ,166 61 ,766 7,130 4,926 65,410 sma 75,745 6,479 9,927 1,914 72,884 6,278 66,692 54,852 22,677 8,550 4,727 Ponulation July 1, I 2000 1,525 3,426 14,214 2?16 70,376 71 ,075 10,036 6,615 64,583 4,829 761258 9,749 14,457 1,865 82,693 7,279 76,114 65,557 28,614 12,775 4}70 I Change Number Percent 273 497 51210 .59 21 .8 17.0 57.9 -790 9,309 2,906 1,689 -827 -177 513 3,270 4,530 -49 9,809 1,001 9,422 10,705 5,937 4,225 43 -1 .1 15.1 40.8 34.3 -1.3 -2.1 ·3.5 0.7 50.5 45.6 -2.6 13.5 15.9 14.1 19.5 26.2 49.4 0.9 • �• 16 Figure 7a St. Clair County Change in Households, 1990-2000 , HURON • • • Figure 7b St. Clair County Change in Population, 1990-2000 Decrease greater than 1% loss Little change 1% loss to 1% gain Moderate increase 1% to 15% Large increase greater than 15% THURON 6 �17 Table 6 St. Clair County Household and Population Estimates, 1990-2000 April 1, 1990 52,882 1,664, ~ 760 ., 507' 1,356 579 1,455 817 3,365 1,603 1,029 1,171 1,?.36 95 472 3,261 404 351 2,143 597 2,443 294 1,693 3,359 128 479 13,158 2,749 655 2,015 1,583 719 742 Households July 1, Chane 2000 Number Percent Community 63,630 10,748 20.3 St. Clair County Algonac 1,852 1t3 188 . . . 1,100 340 44.7 Berlin Twp 657 150 · Brockway Twp 29.6 1,702 25.5 Burtchville Twp 346 629 8.6 Capac 50 1,732 277 19.0 Casco Twp 1,153 41.1 China Twp 336 3,955 17.5 ClayTwp 590 · 2,017 Clyde Twp 25.8 414 . Columbus Twp 1,553 524 50.9 1,391 18.8 220 Cottrellville Twp 1,448 212 17.2 East China Twp 2.1 97 2 Emmett 64.4 Emmett Twp 776 304 4,243 30.1 Fort Gratiot Twp 982 50.2 Grant Twp 607 203 155··•· 506 44.2 Greenwood Twp 2,629 486 22.7 Ira Twp 42.0 251 Kenockee Twp 848 28.8 Kimball Twp 3,146 703 19.0 Lynn Twp 350 56 182 Marine City 1,875 10.8 4,024 665 19.8 Marysville 16 12.5 Memphis Part 144 224 46.8 MusseyTwp 703 13,398 240 1.8 · PortHuron Port Huron Twp ., 958 • 34.8 3.707 57.6 1,032 RiteyTwp 3TT St. Clair 2,324 309 15.3 2,249 42.1 St. ClairTwp 666 291 40.5 Wales Twp 1,010 4.2 31 Yale 773 Household Size April 1, July 1, 1990 2000 2.73 2.60 2.73 2.53 3.17 3.02 3.02 ., 3.17' 2.46 2.62 2.73 2.57 3.13 2.98 3.24 3.08 2.63 2.48 2,99 3.15 3.14 2.91 2.82 2.69 2.51 2.38 3.13 2.95 3.22 3.12 2.69 2.54 2.96 2.84 2.95 2.80 2.61 2.46 2.91 3.05 >2.79 2.95 / 3.13 2.69 2.53 2.54 3.19 2.51 2.77 3.29 2.54 2.91 3.11 2.55 2.95 2.48 2.47 2.32 3.qs 2.35 2.53 ·3.16 2.41 2.82 2.96 2.40 April 1, 1990 145,607 4,551 2,407 1,609 3,559 1,583 4,552 2,644 8,862 5,052 3,235 3,301 3,216 . 297 1,519 8,968 1,210 1,037 5,587 1,854 7J247 921 4,556 8,515 325 1,530 33,694 7,621 2,154 5,116 4,614 2,294 1,977 Po ulation July 1, Chane Number Percent 2000 166,640 21,033 14.4 2.8 4,680 129 916 3,323 38.1 1,984 375 . 23.3 17.9 637 4.196 1,616 33 2.1 5,170 618 13.6 3,550 34.3 906 9,790 928 10.5 998 19.8 6,05~. 4,518 1,283 39.7 439 13.3 3l40 3,556 340 10.6 -11 286 -3.7 2,419 59.2 900 1,997 10,965 22.3 1,738 528 43.6 ,1A16 379 36.5 871 6,458 15.6 642 2,496 34.6 1,557 8,804 21.5 1,034 113 12.3 4,646 90 2.0 9,947 1,432 16.8 334 9 2.8 2,145 615 402 32,195 -1,499 -4.4 9,382 1,761 23.1 1,109 3,263 51.5 5,594 478 9.3 6,355 1,741 37.7 3,047 753 32.8 1,943 -34 -1.7 �• 18 Figure Ba Washtenaw County Change in Households, 1990-2000 - ii Decrease greater than 1% loss • Little change 1% loss to 1% gain • Figure 8b Washtenaw County Change in Population, 1990-2000 Moderate increase 1% to 15% Large increase greater than 15% �19 Table 7 Washtenaw County Household and Population Estimates, 1990-2000 April 1, 1990 104,528 41,660 1,464 1,471 130 451 1,390 633 1,527 536 721 11303 700 651 586 1,175 2,449 7,013 1,223 2,495 • 412 3,479 462 3,069 827 1,097 1,416 8,551 17637 I Households Change July 1, I Percent 2000 Number 126,572 21.1 22,044 44,830 7.6 31170 . 1,826 24.7 362 I 1,794 130 593 1,593 1,053 1,931 600 945 1,964 920 839 752 1,439 3,330 12,098 2,030 3,153 483 5,453 641 4,054 11041 1,838 2,043 8,573 20626 323 0 142 203 420 404 64 224 661 220 188 166 264 881 5,085 807 658 71 1,974 179 985 214 741 6'll 22 2989 22.0 0.0 31.5 14.6 66.4 26.5 11.9 31.1 f/J.7 31.4 28.9 28.3 22.5 36.0 72.5 66.0 26.4 172 56.7 38.7 32.1 25.9 67.5 44.3 0.3 16.9 Community Washtenaw County Ann Arbor Ann Arbor Twp Augusta Twp Barton Hills Bridgewater Twp Chelsea Dexter DexterTwp Freedom Twp Lima Twp Lodi Twp Lyndon Twp Manchester Manchester Twp Milan Part Northfield Twp Pittsfield Twp Salem Twp Saline Saline Twp Scio Twp Sharon Twp Superior Twp Sylvan Twp Webster Twp York Twp Yps11anti YosffantiTwn Household Size April 1,1 July 1, 1990 2000 2.50 2.32 2.36 3.00 2.60 2.89 2.53 2.36 2.87 2.77 2.96 2.99 2.78 2.69 2.97 2.60 2.68 2.33 3.05 2.57 3.10 2.75 2.96 2.84 2.95 2.95 2,99 2,38 256 2.33 2.12 2.22 2.76 2.35 2.65 2.33 2.15 2.66 2.54 2.74 2.77 2.57 2.35 2.75 2.33 2.45 2.33 3.03 2.43 2.85 2.57 2.74 2.60 2.74 2.77 2.77 2.17 2.37 April 1, 1990 282,937 109,608 3,463 4,415 334 1,304 3,772 1,497 4,407 1f486 2,132 3,902 2,228 1,753 1,739 3,060 6,732 17,650 3/34 6,660 1,276 9,578 1,366 8,720 2,508 3,235 6,225 24,846 45307 I Population July 1, I Change 2000 Number Percent I 316,040 108,109 4,058 4,956 306 1,572 3,969 2,265 5,164 1,526 2,593 5A58 2,648. 1,972 2,068 3,350 8,506 29f072 6,145 7,897 1,377 14,052 1,756 10,550 2,922 5,089 7,089 22,472 49099 33,103 ·1,499 595 541 -28 268 197 768 757 40 , 461 1,556 420 219 329 290 1,774 11,422 2,411 1,237 101 4,474 390 1,830 414 1,854 864 -2,374 3.792 11.7 -1.4 17.2 12,3 -8.4 20.6 5.2 51.3 17.2 2,7 21.6 39.9 18.9 12.5 18.9 9.5 26.4 64.7 64,6, 18.6 7.9 46.7 28.6 21.0 16.5 57.3 13.9 -9.6 8.4 �• 20 Figure 9a Wayne County Change in Households, 1990-2000 ffl Decrease greater than 1% loss Little change 1% loss to 1% gain • • Figure 9b Wayne County Change in Population, 1990-2000 Moderate increase 1% to 15% Large increase greater than 15% �21 Table 8 Wayne County Household and Population Estimates, 1990-2000 April 1. 1990 I 780,535 12,00Q 1,536 GA24 Households Change July 1, I 2000 I Number Percent 8,338 1.1 788,873 1.0 122 1z152 1,854 -~~ ' 35,442 23,432 374,057 4,570 2,670 11,213 1,579 3,506 2,387 3,837 4,853 1,007 6,560 7)908 8,551 27,961 37,156 23,649 349,325 4,382 3i419 11,446 1,700 4,149 2,397 3,900 4,867 1,039 6,619 7,666 M72 6,583 8,033 3,512 11 ,201 16,257 35,916 41670 1i251 6,141 4,267 8,815 20,123 4,268 5,066 1,095 7,844 12,128 7,524 4,899 11 ,166 16,323 38,043 19,544 • 31689 24,861 7,855 7,886 4,633 1,371 8,373 4)315 11 ,003 20,318 3,941 5,380 1,323 8$637 13,127 4,512 25,444 8,229 10,217 318 21127 · M17 1,714 217 -24,732 -188 749 233 121 643 10 63 14 32 59 -242 11 -509 1,387 -35 66 2,127 -37 120 2,232 48 2,188 195 -327 314 228 793 999 823 583 374 2,331 ~-- 20.7 33.1 43.1 4.8 0.9 -6.6 -4.1 28.1 2.1 7.7 18.3 0.4 1.6 0.3 3.2 0.9 -3.1 0.2 -6.3 39.5 -0.3 0.4 5.9 -0.8 9.6 36.3 1.1 24.8 1.0 -7.7 6.2 20.8 10.1 8.2 22.3 2.3 4.8 29.6 Community Wayne County Allen Park · BeHeville Brownstown Twp Canton Twp Dearborn Dearborn Heights Detrott Ecorse AatRock Garden City Gibraltar Grosse lie Twp Grosse Pointe Grosse Pte Farms Grosse Pte Park Grosse Pe Shs (Pt) Grosse Pte Woods Hamtramck Harper Woqds Highland Parl< Huron Twp Inkster Lincoln Park Livonia MeMndale Northville Part Northville Twp Plymouth Plymouth Twp Redford Twp River Rouge Riverview Rockwood Romulus Southgate Sumpter Twp Taylor Trenton Van Buren Twp Household Size April 1, July 1, 2000 1990 I 2.67 2.53 April 1, 1990 2,111,687 2.55 2J3 2.93 2.92 2.51 2.58 2.71 2.66 2.73 2.84 2.72 2.79 2.38 2.63 2.65 2.83 2.69 2.30 2.25 2.44 2.97 2.73 2.57 2.77 240 2.24 2.54 2.19 2.64 2.68 2.65 2.63 2.85 2.90 2.52 2.95 2.82 2.60 2.63 228 31,092 2.00 2.70 2.70 2.24 2.31 2.79 2.38 2.41 2.55 3,270 18,811 57,047 89,286 60,838 1,027,974 12,180 7,290 31,846 4,297 9.781 5,681 10,092 12,857 2,850 17,715 18,372 2,45 2.52 2.14 2.37 2.38 2.55 2.42 2.06 2.02 2.18 2.68 2.44 2.31 2.50 2.15 L98 2.40 1.96 2.43 2.40 2.38 2.34 2.ol 2.59 2.24 2.66 2.53 2.32 2.35 14,903 20,121 10,447 30,n2 41,832 100,850 11,216 2,859 17t313 9,560 23,648 54,387 11 ,314 13,894 31141 22,897 30,771 10,891 70,811 20,586 21 ,003 I Population Change July 1, I 2000 I Number Percent 2,035,536 28,148 3,70? 23,100 75,648 91 ,033 55,104 967,204 10,478 8,255 29,232 4,173 10,456 5,133 9,230 11,586 2,649 16,054 16,790 13,423 16,899 13,107 27,456 37,684 96,437 91985 2,773 21,619 8,684 27,362 49,231 9,374 13,189 3,550 22,529 29,553 12,045 65,061 19,280 24,224 -76,151 -2,944 -3.6 -9.5 433 4,292 18,601 1,747 -5,734 -60,770 -1 ,702 965 -2,614 -124 675 -548 -862 -1,271 -201 -1,661 -1,582 -1,480 -3i222 2,660 -3,316 -4,148 -4,413 -1,231 -86 4,306 -876 3,714 -5,156 -1 ,940 -705 409 -368 -1,218 1,154 -5,750 -1 ,306 3,221 13.2 22.8 32.6 2.0 -9.4 -5.9 -14.0 132 .a.2 -2.9 6.9 -9.6 -8.5 -9.9 -7.1 -9.4 -8.6 -9.9 -16.0 25.5 -10.8 -9.9 -4.4 -11.0 -3.0 24.9 -9.2 15.7 -9.5 -17.1 -5.1 13.0 -1.6 -4.0 10.6 -8.1 -6.3 15.3 �1111 22 Table 8 (continued) Wayne County Household and Population Estimates, 1990-2000 April 1, 1990 7,138 33,110 3,963 12,319 I Households Change July 1, I 2000 Percent Number 7,484 4.8 346 36,508 10.3 3,398 4,726 763 19.3 12,562 2.0 243 I Community Wayne Westland Woodhaven Wyandotte Household Size April 1, July 1, 1990 2000 2.70 2.41 2.28 2.53 2.90 2.64 2.24 2.50 I April 1, 1990 19,899 84,724 11,631 30,938 I Population Change July 1, I 2000 I Number Percent -1,221 -6.1 18,678 -281 84,443 -0.3 12,635 1,004 8.6 -2,603 28,335 -8.4 • �SEMCOG Officers 2000-2001 Marjorie A. Thomas Chairperson President, ISO of St. Clair County Board of Education Dante J. Lanzetta, Jr. First Vice Chairperson Commissioner, City of Birmingham Donald E. Dodge Vice Chairperson Commissioner, St. Clair County R. LaMar Frederick Vice Chairperson Supervisor, Bedford Township • Jeddy Hood Vice Chairperson Supervisor, West Bloomfield Township Maryann Mahaffey Vice Chairperson Council President Pro Tern City of Detroit Diana J. Kolakowski Immediate Past Chair Commissioner, Macomb County Board of Commissioners Paul E. Tait Executive Director � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Detroit_Population-Southeast-Michigan_2000 Creator An entity primarily responsible for making the resource Southeast Michigan Council of Governments Date A point or period of time associated with an event in the lifecycle of the resource 2000-07 Title A name given to the resource Population and Households in Southeast Michigan, 1990-2000 Description An account of the resource The Population and Households in Southeast Michigan, 1990-2000 report was prepared in July 2000 by the Southeast Michigan Council of Governments. Subject The topic of the resource Government report series Detroit, Michigan Wayne 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