861 24 26018 https://digitalcollections.library.gvsu.edu/files/original/0c4211f39b26763388ad5587637900c0.mp4 c1b1dab1286fd0b2039ff8e75ffdf500 https://digitalcollections.library.gvsu.edu/files/original/09992aa20f82e1aae650d9b679016f42.pdf 9bbd4abb90909f788c4d169f5b25925d PDF Text Text Grand Valley State University Veteran History Project Dr. Jack Sanders (38:50) (00:25) Introduction • Born in St. Louis, Michigan • Lived in Alma most of his life • Able to skip to third grade because he knew how to read. • Played football in high school • Graduated high school in 1935. • Remembers the Depression and beginning of FDR’s presidency • Noted that FDR had development of B-24 bomber without any o.k. from Congress. • Immediate family did not suffer too terribly from Depression. (08:35) Recollections of 1930’s • Remembers reading translations of Hitler’s speeches. • Notes that a normal high school graduate would not have known who Hitler was in the late 1930’s. • The 1930 census asked Americans have heard a radio. • Very familiar with Civilian Conservation Corps efforts in Northern Michigan. • Noted that the Works Process Association was a lifesaver for many men; his high school received a new football field from their work. • Left Alma to go to medical school at 19 years old in 1935. (14:15) After College • Dropped out of medical school after a few weeks. • Taught high school in Vestaburg Michigan, at $900 a year. • One of the first high school coaches to coach a women’s team. (15:45) Pearl Harbor • Joined Army Air Corps in June 1941. • Instructing Air Corps trainees on the day Pearl Harbor was attacked. • Air Corps was part of the Army, there was no Air Force until 1947. (17:05) Army Air Corps • No one had any training at beginning. • He had flying experience before joining corps. • Had to acquire his own military uniform. • He became an instructor immediately, joined on a Friday, and was instructing by Monday. • Before and during the beginning of the War, there were very few planes accessible to the Air Corps. • Most of his experience was in a B-17. • He taught others how to fly, but never saw combat of any sort. �He made several flights over the Atlantic to make deliveries of B-17’s to Europe. He would drop off the plane and have to find his own ride back to the United States. • The planes had no ammunition or bombing equipment on the flight to London to make room for the 500 gallons of fuel needed to make it across the Atlantic. (26:02) Medical Training • Because of his prior acceptance to medical school, they wanted to train him as a medic. • Army medical training let men have 4 years of medical school in less than three years. • Medical training occurred University of Michigan Medical School in June 1942. • He was serving his internship at Ford Hospital after medical school during the end of the war. • The advanced medical program only produced medics for after the war, none were certified by the end of the war. (29:40) Service After the War. • Rode hospital trains from one hospital to the next with patients following the war. • These trains would carry over 100 servicemen to military hospitals specializing in their condition. • The doctors had to keep patients who were destined for the Tuberculosis hospital near Boston from jumping the train, because they did not want to go. • The hospital trains catered to servicemen who had chronic conditions. (38:50) Life after the Service • Met his wife in Ann Arbor, after typing her thesis for school. • Nine months later they were married. • She passed away 14 years after their marriage. • He had 5 children with his wife before she passed away, ages 9-14. • Lived in Grand Rapids from 1947 until his wife passed. • Moved back to Alma in 1959, became head of medicine at the Masonic Home. • Became a Mason in 1962 and was a master during 1964-5. • Chief of staff at St. Mary’s and Senior staff at Butterworth and Blodgett hospitals in Grand Rapids. • One of the founders of Northwood University. • � 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 SandersJ Title A name given to the resource Sanders, Jack (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Sanders, Jack Description An account of the resource Dr. Sanders entered the United States Army Air Corps shortly before the United States entered the war. Due to his previous medical training, the Army sent him through accelerated medical school training. However, he did not graduate from medical school until after the war had ended. He served in medical hospitals after the war had ended. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army. Air Corps 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 2007-06-29 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/8cf7a4d4ec597b6822fa8ff3390c37d6.pdf 4b3640afb689f4d893f7888867d8301d PDF Text Text Young Lords In Lincoln Park Interviewee: Sandra Quiles Interviewer: Jose Jimenez Location: Grand Valley State University Special Collections Date: 11/21/2012 Runtime: 01:48:38 Biography and Description Oral history of Sandra Quiles, interviewed by Jose “Cha-Cha” Jimenez on November 21, 2012 about the Young Lords in Lincoln Park. "The Young Lords in Lincoln Park" collection grows out of decades of work to more fully document the history of Chicago's Puerto Rican community which gave birth to the Young Lords Organization and later, the Young Lords Party. Founded by Mr. José “Cha-Cha” Jiménez, the Young Lords became one of the premier struggles for international human rights. Where thriving church congregations, social and �political clubs, restaurants, groceries, and family residences once flourished, successive waves of urban renewal and gentrification forcibly displaced most of those Puerto Ricans, Mejicanos, other Latinos, working-class and impoverished families, and their children in the 1950s and 1960s. Today these same families and activists also risk losing their history. �Transcript JOSE JIMENEZ: So, [Sandy?], if you could give me your full name, with your middle initial and everything -SANDRA QUILES: My full name? JJ: -- and your date of birth and where you were born. SQ: Okay. My full name is Sandra Maria Quiles Jimenez. I was born in Aurora, Illinois. JJ: When were you born? SQ: I was born in Aurora, Illinois. JJ: No, what date? SQ: September 17th. I try to forget it. (laughs) JJ: September 17th? SQ: Yeah, September 17th, ’71. JJ: And why are you trying to forget it? SQ: The years go by too fast. (laughs) JJ: Okay. It was ’81? SQ: Seventy-one. JJ: Seventy-one. Sorry. I won’t go into how long (inaudible). SQ: Oh, please. (laughter) JJ: Because you said -- okay. So, did you go to school in Aurora? SQ: Yeah, I did. I went to Brady School in Aurora. [00:01:00] JJ: Brady? 1 �SQ: Yes, I went to Brady. JJ: What part of Aurora? East side, west side? SQ: I don’t remember. It’s so long ago. I really don’t remember. I know it was -- I really liked it. It was really, really good when I was small, growing up. It was calm. I know certain times of the year, certain -- there was a lot of Mexicans coming in. So, right there, a little bit of changes. But otherwise that, it was good. It was nice and calm. But then, while the years kept on going, it wasn’t as the way it should have been from there, I guess. Mom and my dad didn’t really like it anymore, so we ended up coming here. JJ: So, who’s your mom? What’s her name? And your dad? SQ: My mom is Juana Jimenez, and my dad is William Quiles. JJ: William Quiles, okay. And how about your brothers and sisters? What were their names? SQ: My brother -- my oldest brother -- [00:02:00] his name is Joseph Anthony. I would be the second one. And then, comes my sister Margie, and then would be Danny. JJ: And where do they live? SQ: Well, right now, Joey lives in -- I think in Orlando. Margie lives in Aurora. And Danny, I don’t -- I don’t remember. Really, I don’t. JJ: Alright. And then, are they married or no? SQ: Well, no, no, not really. My sister, she’s happily with her partner right now. They have a child. She’s happily with him. My brother, he’s okay. He’s with his partner also. But my oldest brother, no, not that I know of, no. 2 �JJ: But your husband, what’s his name? [00:03:00] SQ: My husband’s name is Victor Ocasio. JJ: Victor Ocasio. What does he do? SQ: My husband is a doctor. JJ: He’s a doctor? Okay? So, what do you do for a living? SQ: I am a artesana. JJ: Artesana? SQ: Artesana, yes. JJ: And what is artesana? SQ: Artesana would be someone that does certain things either with seeds or whatever you could do with your hands. I guess they would call it as a crafter. JJ: Crafter? SQ: I think that’s what it would be called, crafter. JJ: So, you do different things with your hands? SQ: Yes, I like to use a lot of seeds, Puerto Rican seeds, all -- certain seeds that you can’t find in the states is what I like to use. And then, I use a lot of -- JJ: Because you’re living in Puerto Rico. SQ: Right. So, I use the seeds from here. JJ: Where are you living at right now? SQ: In Camuy. JJ: In Camuy, Puerto Rico. Okay. So, that’s where we’re doing the interview. SQ: So, the seeds -- I like to mess with the seeds. I love a lot of seed work. The problem is that it’s so hard to do because it takes a long time. I can make -- 3 �[00:04:00] one bracelet would easily take me about two weeks by the time I look for them, pick out the good ones, make sure I -- I don’t know -- I wouldn’t know how to put it in English. I would just make sure you don’t have little bugs and stuff inside your seeds. JJ: Now, is that one of those necklaces? SQ: Yes, these are one -- JJ: Did you make that? SQ: Yes, I did. JJ: Okay. And you made a lot of stuff in your house also because -- SQ: Practically everything. JJ: -- I see other things (inaudible). SQ: Yeah, I like anything that has to do with woodwork, I like. JJ: Woodwork? SQ: Anything that’s recycled. Yes, especially woodwork. JJ: So, what kind of stuff do you do with woodwork? I mean, we’ll go later on and -- SQ: What stuff do I do? JJ: Right. SQ: I love doors. I don’t know why. I have an obsession with doors. (laughs) I like doors. They have so much history in them. You know how many people touched a door? So, you never know who’s touched it, who’s opened it. So, I don’t know. I just like it. They have different size, different shapes. M: (inaudible) JJ: Come on in. Okay, so, they have different sizes and different shapes? 4 �SQ: Right. JJ: But where did you get the idea of the woodwork? SQ: My dad because Dad, he does a lot of things with his hands. And I’ve seen some of his work that he does at the house. And it’s just by, I mean, looking at him and saying, “Wow, I want to learn how to do that.” So, I would just stand there and just watch him. So, I would learn. And he’s a good teacher. To show -- he’s a good teacher. He’s nice and calm, and he’ll tell you, “Well, you can’t do it like this. Do it this way. This is the best way to do it.” So, I guess I just caught on to what he does. Yeah. [00:06:00] JJ: So, your dad does a lot of -- is he an artesano, or what does he do? SQ: Well, I wouldn’t call it artesano. I don’t know if it would be called artesano. I know that we just like to -- what we see, we might like, and we’ll just pick it up and do it. JJ: But I mean, does he do artisan crafts like you do? SQ: Well, he does cabinets sometimes and he -- JJ: Oh, he does cabinets? SQ: Yes, sometimes. And he’ll do certain things in the house. You know, “I need this. Can you do that for me?” And he can just -- JJ: Like you say I need this (inaudible). SQ: Well, it would be, “Can you fix the bathroom for me?” He’ll go do it. JJ: Okay. So, he does carpentry work. SQ: He does a little of everything. JJ: Little of everything? 5 �SQ: Yeah. JJ: But he does woodwork too? SQ: Yes, yes, he does. He doesn’t do it as design, shape of it. But he does just modern touch, nice square and -- JJ: Because in [00:07:00] Puerto Rico, they make -- sometimes people make their own houses. Did he do stuff like that? Does -- is that one? SQ: Yes, yes. That’s -- yeah, I would say that. JJ: But that’s construction. SQ: You’re right. Yeah, yeah, that’s what you would call it. JJ: That’s what he does. SQ: Construction work, right. JJ: He does construction work. But you do artesana. SQ: Mine is completely different. Mine is more taking something that you would see old and try to make it -- give it a brand new life, use it for something else. That’s what I would -- I would probably put it that way. JJ: So, you kind of got that from him as you were growing up or -- SQ: Yeah, because I would always see him in the garage, doing things. Kind of fascinated at stuff that he would do. I would just stare and look and watch. I really liked it. But then, as the years kept on going by, I would start picking up -- I think the first time I did something -- I think I sewed [00:08:00] a skirt. And I liked it. But then, I didn’t like to make clothes. But I liked to make sheets, curtains, and pillows, and things that everybody else could see, not, “Okay, I’m going to wear a skirt.” No, no, no, that’s not me. 6 �JJ: So, you always made stuff. Now, where did you get that part of you, the sewing part? SQ: I don’t know. I guess -- JJ: Was it your mother? SQ: -- it would be from -- no, not from Mom. I think it would be more like one of his sisters, [Milda?]. Yeah, she’s a sew-er. She’s another arts and crafts person. She does a lot of stuff with her hands. She does beautiful work also. JJ: So, you were close to Milda? SQ: I wasn’t close to her (overlapping dialogue; inaudible) but I think -- yeah, I just think I just caught up things that she would do too. If I didn’t understand something when I was going to school, I would go to her and I would ask, “How do you do this?” And she would explain to me, and I would just catch up and I would do it. JJ: When you say going to school -- so, did you go to school here or did you go to school -- SQ: Yeah, I also -- when we were in Aurora [00:09:00] -- we left from there when I was -- JJ: How old -- yeah, how old? SQ: -- Fifteen. I think it was a month before I turned 15. And then, I ended up here in school, which I did not like. I wasn’t too happy with the schools here at all. JJ: Why not? SQ: Well, the school’s completely different. We’re used to the state school. They have it closed. You have your hallways. You have your private bathrooms. You 7 �have everything. Here, everything is out in the open. You’ve got to go -- if it’s raining, you have to run because you’re going to get wet. There’s no hallways actually that you can say, “I’m going to get covered up. I’m not going to get wet.” Everything is completely different. JJ: I don’t understand. But you’re inside school -- SQ: You’re in the school. But the school is -- it has, you know, rooms. But if you’re ready to leave to the next room, you’ve got to go out. You’ve got to go out into the courtyard. [00:10:00] You’ve got to walk across. You’re still going to get rained on because it’s not covered. It’s not covered at all. It’s not like over there. Over there is -- you have your air conditioning. And if it’s cold, you’re nice and warm. No, not here. Make sure you bring your umbrella and your jacket. That’s how it works here. JJ: And you went to what school here? SQ: I went to the high school. I went to the high school. JJ: You went to the high school? SQ: Yes. JJ: What was it -- do you know what it was called? SQ: Yeah, Santiago R. Palmer. JJ: Okay, Santiago -- SQ: R. Palmer. JJ: R. Palmer? Okay. And so, besides the room, how were the kids and how was -- SQ: The teaching and -- JJ: Because you went all the way to 15. You were 15 years old. 8 �SQ: Right. JJ: So, you practically -- you were born in Aurora. SQ: Everything is different. First of all, it was hard for me because I didn’t know [00:11:00] a lot of Spanish. In my home, we talked Spanish. But remember, we talked Spanglish, half Spanish, half English. That’s what we usually do. We still do it. But I mean, Dad would talk to us the basic. But Mom would talk to us in English. We would go to school, everything was in English. Our friends -everybody knew English. So then, you come here to Puerto Rico, everything has changed completely. Everybody speaks Spanish. And yes, there are few people that speak English, few, as in maybe 10, could be 20, when I was in school. JJ: And then, did they speak broken English? SQ: Broken English. JJ: All of them? SQ: Not all of them. There were maybe a handful that knew good English, maybe a handful. The teachers -- which they said English teachers -- they wouldn’t be called English teachers, at least when I in school. Now -- JJ: What do you mean? Because they didn’t really understand English. SQ: They [00:12:00] didn’t understand English at all. And the English as maybe a 10th grader was learning seventh grade English at that time. JJ: Oh, so the class -- SQ: Everything. JJ: You were learning English in class. SQ: Right. But everything -- 9 �JJ: Did you learn Spanish in class? SQ: All the rest of the classes were in Spanish except one, which was English. JJ: So, you were all in Spanish. SQ: Right. JJ: But they were not -- were they teaching Spanish, or were they just -- SQ: No, they were teaching Spanish, and they were all in Spanish, except the English class. JJ: For example, the English class taught (inaudible) but the English class (inaudible). (break in audio) JJ: Okay, so, English was a subject. And so, was Spanish a subject? SQ: Yes, it was. JJ: And then, all the other classes were in Spanish. SQ: Everything else was in Spanish. JJ: But you just had one for [00:13:00] English. SQ: One for English. It was so poor English that you would get bored in the class, at least we did, or everybody that knew English got bored because it was like -instead of a 10th grade English, you would get a seventh grade English. JJ: So, for you, it was boring because you already knew it. SQ: Right, right. JJ: So, you go an A, right? SQ: Well, I mean, probably not because we would just end up fooling around in class. And then, the rest of the classes -- it was so difficult, at least for me it was and for 10 �people that didn’t really know Spanish because there’s no bilingual. That didn’t exist, bilingual classes and everything. No. It’s, “Either you listen -- if you don’t listen, well I can’t help you.” That’s the way it was. I think I was told [00:14:00] a couple of times, “If you don’t know English, then go back to the United States.” JJ: By whom? SQ: A few teachers. JJ: They came right out and told you that? SQ: Yeah, they said that a few times. JJ: So, that kind of was -- SQ: That kind of -- JJ: How did you feel (overlapping dialogue; inaudible)? SQ: That made me feel not too great, you know. JJ: Were they saying it in a loving way? SQ: No, they were saying it in a sarcastic way. “If you don’t know English, then go back to where you came from.” It’s like, “We live in Puerto Rico. We speak Spanish. Learn Spanish.” Well, that’s what I came for, to learn. I mean, you don’t go to Japan and know their language, I mean, unless you are born and raised from there. You understand? So, it hit hard. It hit hard. I do remember that day when that did happen. It happened to me and my older brother. It happened to Joey too. And we went straight to Mom, and we had told her about it. And her only words were, “Just leave them because they’re ignorant.” [00:15:00] And thinking of it now, yes, it was true. They were very ignorant 11 �because, now, if you don’t know English, what’s it going to get you? Nothing, nothing at all. That’s why I showed my children -JJ: So now, you kind of feel like revenge. Is it revenge? SQ: No, not -- JJ: Now everybody needs to know English. SQ: -- not a revenge. It’s not a revenge. It’s just, you know, think before you speak. (laughter) That kind of way. I don’t want to say revenge because it doesn’t sound too good. JJ: But I mean, they were kind of wrong too. SQ: Yeah, they were wrong. JJ: They’re supposed to be responsible people -- SQ: Right. JJ: -- teachers. But you said you went to Mom, so it hurt a little. SQ: Yeah, it hurt us. But my mom knew how to explain it to us to make us feel better. She just told us, “They’re just ignorant. They don’t know what they say.” So, we just [00:16:00] left it that way. There was no -- for her -- she knew how to fix it for us so we wouldn’t feel bad. JJ: But I mean, it’s devastating because you’re coming from here -- this is, in a way, your country. SQ: Right. JJ: And then, also somebody from your country telling you that. SQ: Like I said -- well, they’re just people that say things without thinking. That’s it. You have to think before you speak. They didn’t do that. 12 �JJ: So, the next day you went to school after that. SQ: I left it like if nothing, and my brother left it like if nothing. We just left it and kept on taking normal classes. We just dropped it. JJ: But how did she act? How did the teacher act? SQ: Like if nothing, like if nothing ever happened. I guess it was just a stupid remark that the teacher said, something she wasn’t supposed to say. JJ: But she didn’t give you (inaudible)? SQ: No, because we didn’t -- JJ: She was an authority figure. SQ: Right because we didn’t even think of it. We didn’t care anymore about it. The subject was dropped. [00:17:00] We talked to our parents about it. And we dropped it. JJ: Did they do that to other kids? SQ: I don’t know. I really don’t know. Probably, but I don’t know. JJ: So, how was school in the United States, in Aurora? SQ: The school over there? Actually it was -- I liked it. I liked it because the teachers -- they were always, you know, “Do you need help? Do you need anything?” They were always making sure that if you did need help -- they let us understand that, “We’re there to help you.” But here, it’s not the same. It’s not. And now -that’s at least when I went to school. But now, for my two children, the teachers - since, you know, during the years everything does change -- the teachers now, I mean, they’re really good teachers, [00:18:00] at least the teachers that my 13 �children have gotten. My oldest son, which is 19 -- that’s Andrew -- he graduated. And I’ve never had any problems with him at all. JJ: So, he went all the way through school here? SQ: Yes. JJ: So, he was born here. SQ: Yes, he was born here. And he knew English because I showed him English. I made sure, even if you’ve never gone to the United States, you need to know English because what if you do go to the United States to make a good life for yourself? How are you going to be able to do it if you don’t know English? And he knows good English. JJ: You were born and raised in the United States. SQ: I was born and raised in the United States. JJ: But now you’re -- SQ: And my son was born and raised in Puerto Rico. The difference is -- it’s the way the parents teach your children. That’s how I figure it. And right now, my daughter -- she’s nine -- which that would be Victoria -- she knows good English, very good English. [00:19:00] So, I mean, she knows and she listens. It’s just like I say, as long as you teach them good, it’ll work out. I know it’ll work out for them during the long run in school. JJ: So, do you have plans to go back to the United States? SQ: My husband says it now, you know, “Why don’t we go back, and why don’t we do this?” I would really love to, but at the same time, I wouldn’t. The reason is because -- you know, all the gangs and everything you see on the news. I know 14 �it’s in every place. I know everywhere in the world, there’s always something. But right now, here -- I think it’s the best place for my children because right here I live, at least this part that -- where I do live, it’s [00:20:00] quiet, no gangs. I can leave my door wide open, which it’s happened. I’ve gone to sleep and I wake up in the morning, my door is wide open. I don’t have to worry about any of that, and neither do my children. So, if I were to do that in the United States, what do you think would happen? I’d probably get robbed. But for me, right now, this is a great place to show my kids, let them go to school. They don’t have to worry about much. I know the time they get home. I know they’re going to get home safely, hopefully, because you can’t always say, “It’s going to work out good for them. You don’t know that.” But so far, so good. JJ: Does your husband know English? Did he live in the United States or -- SQ: No, my husband’s never gone to the United States at all. So, he’s born and raised in Isabela. JJ: Isabela? Where is that at on the island? Do you know? [00:21:00] SQ: Oh gosh. You’re asking the wrong person. (laughter) That’s close by Aguadilla. JJ: Okay, that’s on like the west coast, by Mayagüez, Aguadilla? SQ: Yeah. JJ: Oh, on the west coast. SQ: Yes. JJ: So, he was born and raised there? SQ: Born and raised, yes. JJ: In the country, in the city, or what? 15 �SQ: I would put it the country. JJ: And then, he just decided to become a medical doctor? SQ: Yeah, I guess. He said that ever since he was small, that’s what he wanted to do. So, he wanted to become a doctor. It’s not easy here being a doctor though, not at all. The pay isn’t the same as the United States. JJ: What do you mean? SQ: Well, it’s just an example. I don’t really know. But I know [00:22:00] it’s not the same. Imagine -- you can just imagine they -- whatever a doctor from the states would get. Maybe we would get half. So, it’s not a lot. JJ: Where does he practice now? What town? SQ: He is in Bayamón. He was working in San Juan. But now, he’s in Bayamón. JJ: Do you know how to spell that? SQ: Yeah. JJ: (overlapping dialogue; inaudible) SQ: I don’t know if it’s (inaudible) or not. JJ: Yeah, I understand. SQ: You’re making too much -- (break in audio) JJ: We were talking about your husband being a doctor and the differences. SQ: Well, I mean, it’s not -- I don’t know. The benefits over there, I guess, would be better than the ones here. But it’s not the same. It’s really not the same at all. JJ: And you’re saying in terms of income. SQ: Right, right. 16 �JJ: So, about half -- SQ: Yeah. JJ: -- half of there. [00:23:00] SQ: Yes. JJ: Okay, but you still -- a good status. I mean, he’s a doctor. SQ: Yeah, that’s -- yeah. JJ: So, you enjoy it? Do you enjoy that status or -- SQ: It’s okay. We enjoy our simple life. We’re not too fancy, fancy people. We like everything normal. Like why can’t we live a normal life just like normal people? Other people like -- oh, high standards or, “Oh, I’m so-and-so person.” We don’t do that. We’re just two normal people like anybody else. JJ: And recently, you just bought a house. Right? SQ: Yes. We bought this house four years ago. JJ: And was it already built, everything, or did your father help with it? SQ: Yeah, because there were a lot of things wrong with the house because I guess - we bought an as-is house. [00:24:00] JJ: A fixer. SQ: Yeah, a fixer. So, that’s what we’ve been doing. We took the garage, we made it into a -- well, we’re still doing it -- into half a living room, a family -- and then, a kitchen -- part of the kitchen. JJ: It’s a beautiful house (inaudible). SQ: Thank you, thank you. JJ: So, you said you don’t remember anything about Brady School? 17 �SQ: I don’t. Actually, I don’t remember a lot. I don’t. I really, really don’t. I don’t know if it’s that I just blurred it out or -- I don’t remember much. JJ: Do you remember your first birthday party? SQ: I do remember, when I was smaller, some things, not a lot of things. I do remember where we used to live. We used to live close by the railroad tracks. And it was on Front Street. [00:25:00] And we used to roller skate. Me and my sister, we used to roller skate down the street. So, I do remember bits and bits here and there. That, I do remember. I do remember a couple of things I did with my brother when we were growing up, but I’m not going there. (laughter) I’m not going there. But just little tiny bits of things. And then, from there, I do remember -- I think it was my 13th birthday and my 14th birthday. And that’s it. I don’t really -- JJ: So, what was your 13th birthday? I’m just trying to get an idea of what -- SQ: My 13th birthday -- it was something small (overlapping dialogue; inaudible). It was something small. It was just us at home and my best friend. That’s really it. And then, my 14th -- I do remember my 14th birthday. It was a little big. Mom gave me a little -- big birthday party, which that I do remember. And we didn’t have to worry really much about anything. JJ: Who were your close friends? SQ: I only had one really good friend. Her name was Bridget. I don’t know [00:26:00] her last name. But I do remember. And I do know my sister was able to find her not too long ago. I haven’t spoken to her, I haven’t seen her in a long time. JJ: Was she a nationality or just a regular American. 18 �SQ: She’s an American, yes. JJ: So, just -- I don’t know what nationality. SQ: No, I don’t. JJ: Just American. SQ: Yeah. JJ: Would you call it American? She’s an American? SQ: I would call her a white girl. (laughter) She had a really, really white -- and her blonde hair. But she was really smart. Well, she is really, really smart. I would call her -- “I’m going to white girl’s house.” (laughter) I don’t know. JJ: And so, you did enjoy some things in Aurora? SQ: I did. I have good memories, most of them like Christmas, but with my family. I don’t remember friends. [00:27:00] I don’t -- I think maybe there was a girl that used to live next door. Her name was Jenny. That I do -- and her brother was Julio. That I do know because her brother was my brother’s best friend, which would be Joey’s best friend, at that time. And then, Jenny would go to my house to play with my sister, which was Margie. So, that I do remember. But otherwise that, I don’t really remember -- JJ: You said Christmas. What was Christmas? SQ: Christmas -- oh, I loved Christmas because Mom would do all these things, and we would just play or sit around the Christmas tree and things that little kids did. I do remember. I do remember all those good times. Here, it’s not the same because -- I remember once Mom said, “Oh, we’ve got to go outside and look at the Christmas tree.” So, we ran outside to see the Christmas tree, and I was like, 19 �“Wow, it’s a big tree.” And when we walked up the stairs, it was a little tiny, tiny tree on top [00:28:00] of a table. (laughter) JJ: But to you, it was big. SQ: It looks really big. JJ: (inaudible) SQ: No, that was out in Aurora. Yeah. The only thing that I really, really miss is the snow. That, I do miss. JJ: Did you do activities in the snow? SQ: I remember when Dad and Mom would take us to Phillips Park to go on the sled. That, I do. I do remember that. And that -- I really miss that. I would love to take my kids someday so they can know how it feels to go down that sled on the little hills. JJ: What about -- you go bowling with you dad? I know your dad was into bowling (inaudible). SQ: Yeah, I was in bowling leagues. I was in that. I was in one because of Dad. Dad did a lot of bowling, a lot. [00:29:00] I think every Saturday, if I’m not mistaken. Every Saturday he’d say, “I’m going bowling.” And we would all tag along with Dad. I do remember that. JJ: Now, there were family people there too, right (inaudible)? SQ: Yes, a lot of family. But you know what? There was a lot of Puerto Ricans there, a lot of Puerto Ricans. So, most of the groups that were in the bowling leagues -they were mostly all Puerto Ricans. There was very little Mexicans. And there was a lot of Americans. But mostly they were Puerto Ricans. 20 �JJ: So, you remember that (inaudible). SQ: Yeah, I do remember that. That, I do remember. JJ: So, did you remember like when they had a parade or something (inaudible)? SQ: That’s the problem. I don’t remember. JJ: No, it’s not a problem. I’m just trying to find -- SQ: I don’t -- JJ: -- what you remember. SQ: Yeah, but I do -- I wish I do remember most of that stuff. But I don’t. JJ: I’m trying to find out where your thinking process, your development came in. SQ: My thinking process -- oh. (laughter) JJ: (inaudible) I mean, you go into artwork and stuff. Did you do that over there? [00:30:00] SQ: What? JJ: Your artesana, the -- SQ: Oh, in Aurora, you mean? No, I don’t think I did. No, no. I know Mom would always say that I always had bags of things and I would sit there and make stuff, and I would make Barbie clothes. I think all girls made Barbie clothes or doll clothes out of anything they could think of and find because my daughter does that now too. So, I guess, from there, it just kept on going, I do think. JJ: So, the decision comes that, “We’re moving out of here, and we’re going to Puerto Rico.” How did you feel? SQ: I wasn’t happy at all. Remember, I was going to be 15 in a month. I was going to turn 15. And every girl, at least now they do, most of the girls did either their 21 �Sweet 16 or their quinceañera, which would be their 15. I was waiting for a little party. No, I didn’t get that. [00:31:00] I got, “We’re going to Puerto Rico.” I was like, “Great.” That was my decision. I was like, “Why are we leaving?” I wouldn’t -- okay, fine, a vacation, that would be great. But I guess, at that time, I didn’t see it that way. At that time, I was really upset, like any other kid. First of all, we’re leaving our friends. Second of all, we were leaving what we knew behind. But I know my parents did it for us so we could have a better life because it was starting to get bad. So, I know Mom kept saying to us, “I’m only doing this because it’s better for us. It’s going to be better for the family. The things -- I don’t have to worry about so-and-so guy is shooting outside. Get in the house.” I guess that’s why they mostly did it, to come here. I guess it was a good decision too because we all went to school. And Mom didn’t really have to worry. And we could walk to school and come back home walking, no problem. [00:32:00] JJ: But it wasn’t bothering you, the shooting and all of that your mom was talking about. Was it bothering you? SQ: If it was bothering me? JJ: Yeah, were you worried about that? SQ: Remember, I was 14. I didn’t care about any of that. That wasn’t -- all we cared about -- our friends and what clothes and what I was going to wear the following day. I didn’t care about none of that. Now -- by thinking of it, now I would have cared because, remember, once you start getting older, then that’s when you realize, okay -- 22 �JJ: But at that time, you didn’t -- SQ: I didn’t -- JJ: -- or you were more mad that you were coming to Puerto Rico. SQ: Right. I was upset because we were coming. And I had to leave my best friend, and I had to leave my stuff, that kind of stuff. [00:33:00] JJ: But didn’t you think, “I’m coming to my home”? SQ: No, I didn’t think of that at all. I didn’t think of none of that. JJ: You didn’t think Puerto Rico is your home or -- SQ: No because -- I came a couple of times for vacation. That, I did. And it was great for vacation. But then, after a while, everybody that I knew here -everybody was older. So, I didn’t -- and then, to speak Spanish, it was so difficult. So, I didn’t really care if I came or if I didn’t come. You understand? JJ: Right. SQ: So, I didn’t really care. But then, after the weeks starting going by, then we were going to school. JJ: So, you come and where did you move to when you came here? The same -where you mother and father were staying? SQ: No, we stayed at my grandma’s house. And it was by my grandmother’s rules, and it was a little difficult because we already had Mom’s rule. Then we had to go by Grandma’s rule. So, we weren’t allowed to touch the television. The television turned on a certain hour. [00:34:00] And then, if you were watching something and the hour passed, they turned off the television. So, they didn’t care who was watching it. So, there were just little bits and bits of things that 23 �little kids didn’t really like. So, little by little -- but then, after a while, just old people thing. So, we just left it. So, we would play outside. Mom said, “There’s other things to do. Go outside and play.” So, that’s what we did. At least we had brothers and sisters because there was nobody else there to play with. JJ: Okay. And what’s your grandma’s name? SQ: Where we used to live? JJ: Your grandma -- yeah, where you stayed at. SQ: Carmen Rivera. JJ: Carmen Rivera, okay. And so, that’s not in Camuy though. She doesn’t live in Camuy. SQ: Yeah, she lives in Camuy. JJ: But not in the same section. Isn’t it Quebrada or no? SQ: Yeah, she lives in Quebrada. JJ: Oh, she does? SQ: Yeah. JJ: Okay. So, all the Quiles are in Quebrada. SQ: All the Quiles are here in Quebrada. JJ: In all the different spots. [00:35:00] SQ: Yes, we’re all here. Yes. JJ: So, was Daisy here at that time? SQ: Was Daisy here at that time? I don’t -- I think she was or -- I don’t remember. I know after a while, after a time, yes, I know she was here. I know they were fixing her house. I do remember that. 24 �JJ: To come. SQ: Yeah, to come. JJ: So, fixing her house to come. SQ: They were fixing her house to come. JJ: So, it was like a group of people coming to fix her house and coming to move her back to Puerto Rico. She wasn’t moving back. It was her husband, right? SQ: It was her husband’s house. I guess it’s from their family’s house. JJ: And your father is moving back because he was from here. SQ: Right. Actually, the house where my mom -- where I used to live -- Mom’s house was up. Except it didn’t have doors. It didn’t have windows. It had a floor. [00:36:00] And that’s it. It didn’t have anything else. JJ: So, your father finished it? SQ: Yeah, little by little. Actually we lived in the house. There was no light. And then, we didn’t have any furniture. We had a couple mattresses, I think maybe two beds. Mom slept on one. And then, all of us that wanted to sleep on the bed, we slept on it. If not -- you know, kids like to sleep on things that aren’t a bed. So, we just slept on mattresses. We didn’t care. (laughs) So, we had fun. We slept in a house with no television (laughs) at all and nothing really to do. I remember what we did most of the time. We played marbles all night. That, I do remember. Marbles all night, or we would sit on the porch, which there was no railing at the time. We weren’t allowed to sit close to the edge. [00:37:00] But we would go outside and -- but we were in our home, so it didn’t really matter. JJ: So, you just came over. Well, you had come before for vacation. 25 �SQ: Yeah, I came for vacation. JJ: So, you knew more or less how it looked? SQ: Yeah. JJ: So, it was an easier adjustment then (inaudible) but now you can’t go back to the U.S. How did you feel about that, I mean, at that time? SQ: Well, no, we couldn’t go back because we didn’t have anything to go back to because we were all over here. And the only thing that was there was Dad. But Dad was working. JJ: So, you didn’t get homesick? SQ: Well, no, because I was with my mom, and I was with my brothers. We did miss Dad. But we would get to talk to him over the phone. JJ: He was still over there? SQ: He was over there. He was working. He was working over there until he was able to come. And then, he came. JJ: So, you didn’t feel homesick? SQ: No, because I had Mom. It was fine. [00:38:00] JJ: So, then you took a few weeks and then you moved to your new hours? SQ: No, I think it took us a couple of months maybe. JJ: Now, you -- there were other people that you met. SQ: Well, when I went to school, I met a lot of people that knew English. So, that way it made it easier for me. Actually, one of my good friends here -- she came, I think it was from New York. So, she knew good English, and I was able to communicate with somebody that knew English that was easier for me because I 26 �would say a lot of words -- which I still do -- a lot of words that she didn’t even know what I was saying, that I would tell her in English. She goes, “No, you’re saying it wrong.” So, lucky for me that I did have a friend that did know English. [00:39:00] JJ: So, lucky for you that you had a friend that knew English. But I’m saying all the English speakers would hang out together? SQ: All of us would stick together, exactly. JJ: So, now you’ve got a little club here (inaudible)? SQ: Right. All the English people all together. JJ: But I’m not just -- I don’t want to put words in your mouth. SQ: No, but that’s the way it was. JJ: How was it? What do you mean? SQ: Yeah. That’s how it was. All the Americans or how I would say it -- we would all stick together. We would all speak in English, and it was easier for everybody else. JJ: So, you guys called yourself all the Americans or you -- that’s just -- SQ: They would call us the gringos in school. JJ: Yeah would call you that? SQ: Yes, (laughs) they would call us that. So, if somebody needed to speak to us, they would go, “Go to the corner and check in the gringo section.” And they would go straight to that spot. They already knew where we were at. We were at the same hour, the same time every single day. 27 �JJ: And what would you call it now? They called you gringos. What would you call them? SQ: We wouldn’t give them names. I mean, what could we call them? Everybody was Puerto Rican. (laughs) You can’t give them a name. JJ: So, you still look at them as Puerto Rican. SQ: Right. JJ: But they didn’t look at you? SQ: No, they looked at us as gringos, like white people. We just had an advantage. That’s it. We knew English. That was the only thing. We knew English and Spanish. So, it was a little difficult for them. And then, actually, when they needed help, they would go to us. They would go to the section there where we were at. “Oh, can you help me with my English class,” or, “Can you help me do this project in English?” They had an advantage too. As long as they were good to us, we weren’t going to be mean to anybody. (laughs) JJ: So, we’re talking about advantage. So, did it kind of make you feel like you knew more than they did? SQ: No. I wouldn’t -- no, no, no, no, no, no. JJ: Like superior? I mean -- SQ: Yeah. No. JJ: -- did it make you feel like superior to them? SQ: Not at all. Not at all. [00:41:00] JJ: Did they think you were superior to them? SQ: Some people thought that -- 28 �JJ: That you were (inaudible)? SQ: -- we would think that we would be too good for them because we knew English and they didn’t know English. JJ: Because you were too goody-goody or whatever? SQ: Yeah, that’s what they would think. But -- JJ: But that wasn’t what was going on. SQ: -- that wasn’t the point. No. It was -- we didn’t know how to speak good Spanish, so we had to speak English. JJ: Now, that wasn’t the point with you, but you think that could have been the point with some other people? SQ: No, actually, everybody that was with us -- that’s what our -- JJ: All the gringos. SQ: -- idea was. Right, all the gringos. We would always think, you know, nobody’s better than nobody. Mostly everybody that was there, they were from the church, so like Pentecostal. They had a different thinking. They liked to help everybody. JJ: So, most of the gringos? And I’m just saying -- just using that in quotation marks. SQ: Right, right, right (overlapping dialogue; inaudible). (laughter) JJ: Most of the gringos were -- some were Pentecostal? SQ: Right. JJ: Different Protestant churches? And the ones from here were more Catholic? Is that what it was? [00:42:00] SQ: I don’t know. I can’t -- no, I can’t -- 29 �JJ: But because they were from the church, they were more trying to help everybody? SQ: Yeah, they would help a lot. Yeah. JJ: And which school was that? SQ: Here at Santiago R. Palmer. JJ: Santiago R. Palmer. SQ: The only thing here is -- the school here is completely different because they have the elementary school, the high school, and -- what would be the other one? I don’t know. I know there’s another -- JJ: It’s like in between. Yeah, the in between. SQ: Yeah, the in between one. I always forget the in between. Well, here, they’re all together in one building. They have the different buildings. They would have the small section for the small kids. And then, you cross the street, which it’s all covered completely. You’re not allowed to pass. They had the other section, which would be the one in the middle. And then, they had the high school. But they’re all connected all together. Now, over there, [00:43:00] you have to go to certain schools because they’re all different. Not here. Everything’s all in one spot. JJ: So, you just -- when you graduated from grammar school, was going to middle school, and then you go into the high school in the same building. SQ: Right. JJ: You don’t go nowhere? SQ: No, you were all there. 30 �JJ: So, that’s kind of important. SQ: You just switch. JJ: Would that make you want to quit -- SQ: No. JJ: -- or would it make you want to stay in school? SQ: Because elementary school is on one side. And then, to go to middle school -you would have to cross the street to go to the middle school. And then, to go to the high school, you just cross the corner. It’s all one whole -- it’s like if it was one whole entire block. Let’s put it that way. Or we can put like six houses all together, and it made the school. JJ: So, you think that -- would that make people want to stay more in school or (inaudible)? SQ: Yeah, because they were all together. So then, all activities was for the whole entire school. So, it would be better. It’s not like, “Oh, we have to take the kid to go to this school, and then we’ve got to go now to this one.” No, everybody [00:44:00] goes to the same school. JJ: So, there’s no readjustment. SQ: Right. JJ: And so, it was easier for you to want to just stay in school. SQ: Right. JJ: But in the U.S., it’s different, right? SQ: Yes, it’s very different because, remember, elementary school is all school, all for little kids, which would go up to sixth grade, I think from kindergarten up to sixth 31 �grade, right? And then, from sixth grade to -- I don’t know what grade it is over there. Here -JJ: Middle school. SQ: Right. Here is from seventh to ninth -- JJ: But then, you had to go to a different school to -- SQ: Right. JJ: So, that’s a new adjustment. SQ: Right. Not here. Here is -- you know everybody and everybody knows you. That’s how it is. JJ: And so, when you came, you just had to adjust one time. SQ: Right. I didn’t have to worry about, “Oh my gosh. Now we’re going to another new school.” No, everything is all together. JJ: Do you think that helps? SQ: Yeah, it does. Actually, it does. You’re not changing your routine. [00:45:00] It’s all there. The only thing is the first day of school is normal. That’s it. JJ: So, what kind of uniform? SQ: Oh my god. I hated the uniforms. (laughter) I hated the uniforms. JJ: (inaudible) SQ: Well, at that time, which is still the same uniform, was brown. No, no, now they changed it. Now, they changed the uniforms. Back then it was brown and checkers. Ugly uniform. And before that was red, square red and blue and white. JJ: Checkers too or -- 32 �SQ: Checkers, yes. So, they had like two different -- no, terrible. Thank God I don’t go to school anymore. (laughs) JJ: So, was it just that you didn’t like the look or -- maybe that prevented gangs. What do you think? SQ: Actually, speaking of that, in the school I never saw gangs at all. No gangs at all. JJ: In the school in Camuy? SQ: No, no school -- at least here in Quebrada, no gangs at all. None at all. I mean, nothing. Everyone was “hi” to everyone, “bye” to everybody. Everybody was friends with everybody in school. There was no gangs of nothing. Thinking of it that way, no, nothing at all. I mean, not at all. If there was a fight, it was just that person. Nobody else got in it. And that’s it. But it’s -- I mean, I’ve never thought of it that way. But actually, there was no gangs at all, nothing. JJ: And you don’t think the uniforms had anything to do with it? SQ: No, I don’t think so. I think the uniform was just to help -- well now, we know you go to this school, and that’s it. You understand? So, we didn’t have -- JJ: So, then would -- SQ: -- any other kids -- JJ: Yeah, but if everybody -- SQ: -- coming from somebody else. JJ: -- if everybody’s wearing the same uniform, it would make them all from the same gang? SQ: No, no. JJ: If you’re looking it like a gang member would look at it. 33 �SQ: Okay. I don’t know because I’ve never -- JJ: Yeah, I know. (laughs) I’m just drawing this out. But could it be that the [00:47:00] uniform might help because everybody’s wearing the same uniform, so they’re not going to fight each other. SQ: Well, that wouldn’t make a difference. JJ: It wouldn’t make a difference? SQ: It wouldn’t make a difference. JJ: Okay. SQ: It wouldn’t make a difference because if you couldn’t stand the person and you still wanted to fight, you’re still going to fight the person whether he’s in the gang or not in the gang. Do you understand? So, it didn’t really make a difference at all. I don’t think it mattered. JJ: So, it was just the environment or the culture? SQ: I think it was the environment completely. Everybody got along with everybody. JJ: When you say environment, what do you mean? SQ: Well, I mean -- how would I put it to you? Everybody was nice to everybody. There was no, “Oh, I’m better than you and I’m this.” No, none of that at all. I mean, there was maybe like -- in every school there’s one kid that thought he was better than anybody else. But otherwise that, no. JJ: It was just one individual? SQ: Yeah, just one or maybe two (overlapping dialogue; inaudible) but that’s it. [00:48:00] JJ: Yeah, but it’s no group of people. 34 �SQ: No. JJ: Now, people did hang out with their little friends, didn’t they? SQ: Yes. Every -- JJ: You had the gringo group (inaudible). SQ: Right. Everybody had certain spots. I know they do that still. JJ: Right. SQ: Everybody was with everybody. And if they would say, “Hey, come over here,” everybody would go. Everybody would have fun, and everything was perfectly fine. But being as gangs here in school, I’ve never seen it. JJ: In Quebrada? SQ: In Quebrada. I’ve never saw it, never, at least when I was in school. So, that I could tell you. JJ: But you’ve heard of other gangs in other schools though? SQ: No, I haven’t. JJ: You haven’t? SQ: No. JJ: In Puerto Rico? You haven’t heard of -- SQ: Probably there is. JJ: But you haven’t heard about it? SQ: I haven’t heard of it. I guess it’s because -- I figure my children are fine. No gangs in school. Nothing’s going really bad in school, so I didn’t really worry about it. I didn’t worry. JJ: So, even the gringos got along with the ones from here. [00:49:00] 35 �SQ: Yeah. Everybody got along. JJ: And the (overlapping dialogue; inaudible). SQ: Yeah. Everybody got along with everybody. JJ: -- easier to communicate. SQ: Right. JJ: But there was some little -- SQ: There’s always that petty talk and that stuff always. It doesn’t matter where you live. It doesn’t matter who you are. That’s always everywhere. JJ: So, what do you think contributed in the environment? What was the good thing in the environment that made people not want to be in gangs? SQ: I think it’s because everybody’s straight out. I was taught from my mom if you don’t like something say it, but say it to the person. So, I guess that’s how everybody was. JJ: Straightforward? SQ: Right. Everybody let you know, but not in a bad way, let you understand, “Hey, I didn’t like it.” And I think that’s the best. JJ: So, people -- SQ: And I’ve taught my son that. If you don’t like something, don’t make them feel bad, but just let them know that you didn’t like it. JJ: Why would you tell your son that? SQ: I would tell my son so that if there was something that he [00:50:00] didn’t like from somebody, that that person did, just let them know, “I don’t like what you said. Don’t do it again.” 36 �JJ: But why wouldn’t you hold it in? SQ: Why would you hold it in? Then you get mad and you get upset. Then you hate the person. And then, what comes out of that? Nothing. So, just let the person know, “I didn’t like it.” And if you tell them you don’t like it, they won’t do it again. That’s it. JJ: So, you think that’s better. If you hold it in, it’s worse -- SQ: Right. JJ: -- than if you tell somebody? SQ: I think it is. JJ: But why? I don’t understand? SQ: You don’t understand? JJ: No. SQ: Well, because sometimes, if you hold it in and then they do it again, you get more upset. And then, they do it again and you get more upset because you didn’t say anything. And then, you get really mad and really mad. And then, what’s the next thing? You’re going to argue with the person because of it. So, just let them know straight off the first time, “I didn’t like it.” But say it in a nice way, not in a bad, nasty way. Tell them in a nice way, “I didn’t like it. Can you please not do it again?” And then, I guess they -- most people would get it. “I’m not going to do it again because [00:51:00] I don’t want to hurt their feelings.” So, they don’t do it again. JJ: So, you’re trying to teach your children communication. 37 �SQ: Right. That’s the best. If you communicate with the person, nobody’s going to argue. No one’s going to fight. No one’s going to think you’re better than anybody. You’re just the same person as everybody else. That’s how I see it. JJ: And most of the people in the area, in Quebrada, were -- taught their children to be like that or to be straightforward? SQ: Well, most of my friends, when I was in school -- that’s how I know their kids are because, when my son is at the house, I usually end up with his friends, and that’s how his friends are with him. “I didn’t like that.” They let them know. They communicate. That’s good. I always tell them, “That’s better than arguing. That’s better than fighting.” It’s the best way. I guess that’s the way Mom and Dad showed us. JJ: Okay, well, that’s a good point. Mom and Dad. You had Mom and Dad. [00:52:00] SQ: Right. JJ: But did most of the children around here have a mom and dad? SQ: Yes. Like I said, at least the ones that I know of, yes, they do. JJ: So, they have both parents in their house? SQ: Yes, yes. There could be maybe one or two that didn’t. But they still knew because their parents would show them. Either the mom or their dad would show them. JJ: Okay. So, even if they didn’t have Mom and Dad, they still had a strong person to -- SQ: Right. 38 �JJ: -- like a mother or father that raised them -- SQ: Right. JJ: -- and taught them how to communicate. That’s what you’re saying? SQ: Yeah. JJ: Okay. That’s good insight. So, did you have your quinceañera here or -- SQ: No, no. JJ: Did you -- SQ: I didn’t. Why -- I mean, we came to Puerto Rico a month before my 15th. So, I did get a little birthday party. I felt really bad because I know [00:53:00] my mom felt too because she invited a few of my friends and nobody came. (laughs) But the people that were there -- I had fun. It was okay. JJ: But some people came. SQ: Yeah, I think one of my friends. One. (laughter) And the rest of it was the family, like my cousins. JJ: Because you didn’t know anybody. SQ: Yeah, that was the problem. We didn’t know anybody at all. JJ: Because I always know your mom is -- when she invites people, there’s a lot of people (inaudible). SQ: Yes, there’s always big gatherings at the house, always. Yeah. But we didn’t know anybody at all. We were just coming here. We hadn’t -- I didn’t know anybody. I only knew one person really. And then, that’s when I started knowing more people from school, little by little. 39 �JJ: So, now you’re -- are you relating to your aunts and uncles here? How is life now? Once you’re back -- now with your -- at your father’s house, right, at your house? [00:54:00] SQ: When I’m with my dad, at Dad’s house? JJ: Yeah. SQ: Well, I would see my aunts and uncles if we would go to their house or if we would see them at my grandma’s gatherings at her house. That’s when I would see all of my aunts and uncles. JJ: So, gatherings. So, certain special days of the year? SQ: Yeah. Sometimes they would do Grandma’s birthday or Thanksgiving. JJ: So, what was that like? I mean, (inaudible) -- SQ: Oh my gosh. That’s -- JJ: People show up or -- SQ: -- too many people. Too many, yeah. Well, my grandma had 12 kids. So, imagine that by probably each family five maybe. Could be less, but I don’t think so. (laughs) So, it’s a lot of people, a lot. JJ: So, people showed up? SQ: Big gatherings, yeah. JJ: Did they play music or anything? [00:55:00] SQ: No, hardly ever. There was hardly ever any music. I didn’t think they really needed the music because everybody was talking and you couldn’t hear anything anyway. 40 �JJ: Right. Was it -- they didn’t because of religion or something? They didn’t believe in (overlapping dialogue; inaudible). SQ: I think it was because of Grandma. My grandmother didn’t like the music. She would say it’s too much noise. So, they wouldn’t put music, at least at my grandma’s house. No music at all. At all. No one was allowed to put music on. (laughs) JJ: (inaudible) SQ: But I know my uncles -- they would play the guitar. And they would play with the güiro and the maracas. That, I know they would do (overlapping dialogue; inaudible), which they didn’t really how to touch it. JJ: [Armando?] and them? SQ: Yeah. They didn’t really know how to play the music and stuff, but they would do their little movements here and there. And everybody would laugh and sing at the same time. JJ: Right. SQ: So, it was good. JJ: So, you didn’t go at all to San Salvador though? You didn’t go to Caguas or -- SQ: Yeah, I did actually. [00:56:00] I stayed there when my Aunt -- JJ: Because that’s your mother’s side -- SQ: -- Mirna lived there. JJ: -- of the family. 41 �SQ: Right. I was there when (overlapping dialogue; inaudible) Titi Mina was there. And then, Titi Lacey and Tío Israel, when they had -- they were living in the house -- JJ: Oh, they were. SQ: -- that was there. I did stay there. I do remember Tío a lot. He would always be fixing the -- the back part, there was a little stream or a little -- JJ: Back -- in the back. You’re right. SQ: -- tiny stream. He would always make sure -- you’ve got to keep the rocks this way so the water doesn’t over pour on this side. And I do remember when it would rain a lot, the water would grow. JJ: You’re talking about Israel? SQ: Yeah. JJ: Tío Israel. So, he would be playing with the (inaudible). SQ: He would make sure -- it wouldn’t be -- I wouldn’t call it fixing -- you know, playing with it. I would think he would just be more fixing it so the water wouldn’t go towards his house. I do remember that. I do remember him always outside. I’ll never forget that. [00:57:00] And he still does it. He’s always outside in the yard, him and his yardwork. He doesn’t know the words “stay still.” (laughs) That I do realize a lot here from the older Puerto Ricans. Like I have a neighbor. She’s old. She’s really old. And she doesn’t stay still at all. I either see her with a shovel in her hands -- she’s always doing something. And I was like, “Can you be still?” She won’t be still. She’s constantly with the shovel. “No, I have to do this, and I have to plant this.” She’s either planting tomatoes or peppers, 42 �something. She’s always doing something. And I realize most Puerto Ricans from the older time -- that’s what they do. They’re always planting something, always. JJ: So, as you go over there, was he planting anything? [00:58:00] Was Israel planting anything at the house? SQ: Tío, he always did. Always, always. I can’t tell you one thing that he -- he’s always -- he always -- I do remember, without a doubt, we always had banana trees, always. JJ: Over there? SQ: Always. He always had banana trees. That I do remember. JJ: At that house? SQ: Yep. And then, I think -- the first time I saw -- to me, it was fascinating was -they would do the rice. And then, they would put these bananas leaves on it. The first time I saw it, I was like, “Why are they putting grass on the rice?” (laughter) I never knew what it was. And then, you know, after a while, they would explain to me. If gives it better taste to the Puerto Rican rice. I was like, “Oh, okay.” To me, that was like -- wow. Why would you put grass or a plant inside your rice? I never figured that one out until little by little you start learning the old tricks the old people do. I mean, I’m [00:59:00] not saying that they’re really old. But the older, older people would do that. JJ: Okay. When I came here the first time, I started discovering new things. I was even eating grass because I thought -- they would give it to me and I would eat it. SQ: Grass? 43 �JJ: I mean, different -- SQ: It would probably recao. JJ: No, they were playing with me. They would bring me a food and then they would give me a grass. SQ: How would they do that? That’s not nice. JJ: I mean, they would (inaudible) I’m just -- but I was learning things. I was fascinated. I was learning things (inaudible) like that. So, what sort of things were you learning as you came here? SQ: Well, I did learn recao goes in the food here. (laughs) I never knew that. I knew my mom, in Aurora -- they would buy it, but it would be already fixed up and everything. But then, I saw Dad one time -- or I think it was my mom -- taking out stuff. I was like, “Mom, why are you going to put grass in the food?” She goes, “It’s not grass. Smell it.” I was like, “I’m not smelling that.” And then, once I started cutting and figuring it out, what’s it for, and she would explain to me, [01:00:00] I was like, “Wow, all these different things that you don’t see in the states at all, you get it here anywhere.” I mean, any piece of grass you can find it. It’s like if it’s wild stuff, they put it in the food. And it tastes really good. JJ: So, the recao you got to know that. SQ: Yeah, the cilantrillo. JJ: Cilantrillo. SQ: That’s also -- JJ: What about fixing different food? Did you learn how to fix different food? SQ: Yeah. Mom showed me, and Dad did too. Dad cooks really good. (laughs) 44 �JJ: Really? SQ: Yeah. Mom showed us, my sister and me, how to do certain foods with certain stuff, like the recao, the cilantrillo. Well, they would call it -- what? Recao? JJ: Yeah. SQ: Not the recao, sofrito. It would be the sofrito. JJ: Sofrito. SQ: Yes. JJ: She showed you that? She showed [01:01:00] how to do the sofrito? SQ: She showed me how to do that. That’s -- JJ: So, what is -- SQ: Sofrito is -- well, it would be something that you would stick to taste, give a good Puerto Rican taste to the food, which it would have recao, cilantrillo, onions, green beans -- I mean, not green beans -- what was -- JJ: Peppers? SQ: -- green peppers, yes, green peppers, and especially -- JJ: Onions? SQ: -- and especially ajo, especially that. JJ: So, you can’t get that over at the -- SQ: The ajo, yeah. You can get ajo in -- that would be garlic. JJ: Oh, garlic (overlapping dialogue; inaudible). SQ: Yes. JJ: That would have been (inaudible) those three peppers too, right? 45 �SQ: That would be aji dulce, yes. You have to. If you don’t put that in and you don’t put recao, that’s no sofrito. (laughs) You have to have those two. Those are the very first thing everybody runs to get to do the sofrito. It is your recao and your aji dulce. [01:02:00] JJ: Okay. You’ve got to have that in there? SQ: You have to have that in there. JJ: Now, do they put tomato in there or no? They don’t (inaudible). SQ: My mom never did. But some people do it. But my mom never did it. She liked it -- the green one, not the red on. JJ: Do you fry anything like tocino or anything to put the flavor or no? SQ: Yeah, it all depends what rice you’re going to do. JJ: Oh, that’s for the rice -- SQ: Right. JJ: -- but not for the sofrito. SQ: Yeah, yeah. You can do it whichever way you want to. You could do it by itself. You could put beans in it. You could do whatever. JJ: So, you could put whatever you want in the sofrito? SQ: Yeah, whatever you want. JJ: So, you do that first. And you cook that first. And then, you put the (inaudible). SQ: And then, I put everything in. JJ: And you put the rice in it. SQ: Right. JJ: Okay. That’s a good one. Now I know how to do that. (laughter) 46 �SQ: You didn’t know how to do that one, did you? JJ: (inaudible) SQ: A lot of people say, “Oh, Puerto Rican food is difficult.” I don’t know if it’s because I’m Puerto Rican, but it’s easy. I remember the first time my mom showed me how to cook. She could have showed me the easiest thing to make, and it was the first thing I burned, which was white rice. I burned it. And my mom goes, “What smells?” [01:03:00] I go, “Well, I cooked rice.” She says, “You didn’t lower the fire.” (laughs) So, I burned it. I do remember that. And that was the first time I ever cooked. That was in Aurora. Very first time. JJ: Now, when you were in Aurora, did you tell people you were Puerto Rican or you were American? SQ: I guess they already knew the way we would speak. JJ: But you didn’t have an accent. I mean, you grew up there. SQ: Well, I guess probably -- I don’t know -- I probably did. JJ: But you’re saying people knew that you were Puerto Rican? SQ: Yeah, I was called -- sometimes I was called Mexican. I would say, “I’m not Mexican. I’m Puerto Rican. I’m full blooded Puerto Rican.” And I would say I’m full blooded because my mom and my dad -- they’re both Puerto Ricans. JJ: Right. Even though you were born here. SQ: Right. JJ: Okay. But you felt like you were -- SQ: I was still Puerto Rican. [01:04:00] I mean, my mom and my dad were Puerto Rican. I would call myself an American Puerto Rican. 47 �JJ: Okay. So, you came here already feeling Puerto Rican. But then, you came here and you wanted to be gringa. SQ: I came here, I felt like a mouse (laughs) because I didn’t know what I was doing. I was afraid of everything. JJ: You were afraid? SQ: Right. But then, that is a point. I came here -- JJ: Afraid of the people or -- SQ: I was afraid of everything because everything was different. Everything was completely different. The roads were different as in the roads over there are straight. And over here, it’s just curves and curves and the mountains and curves. It’s scary. And then, all you can see is -- you look down the side and all you can see is a cliff. And you look on the other side, you can see another cliff. And I was like, “I’m just looking straight.” (laughter) You feel like a little mouse. [01:05:00] JJ: But that’s in the road. But I mean, did the people make you feel like -- make you shy or no? SQ: Well, in school, yeah, because I didn’t know. I didn’t know how to speak good Spanish. I knew a lot of stuff, but I didn’t know good Spanish. I still don’t know good Spanish. Don’t get the wrong. Because I still give that Spanglish. If I don’t know what I’m saying, I’ll say it in English, or if I don’t understand it in English, I’ll say it in Spanish. But I just feel like a little tiny mouse because you don’t know where you’re at and you don’t know what you’re doing. I guess it would be like that everywhere you would go new. So, it’s just adapting little by little. 48 �JJ: So, it definitely made you feel kind of shy in the beginning. SQ: Right. JJ: But you don’t feel like that now? SQ: No, not at all. JJ: Okay, not at all? SQ: Not at all. JJ: Your neighbors know that, right. (laughter) SQ: Yeah, the neighbors hear me from a mile away. I’m just kidding. [01:06:00] JJ: But I mean, you’ve got a whole -- all those neighbors around you know you, right? I mean, (overlapping dialogue; inaudible). SQ: Yes, I know all of my neighbors. JJ: You know a lot of people in the barrio. SQ: Yes, I do, especially my neighbors. I know all my neighbors. And I guess it would be like the States, “Hi,” and, “Bye,” and that’s it. But the only difference is we can keep our doors open. That’s the only difference. JJ: You couldn’t do that in Aurora? SQ: No, not at all. JJ: Because you can keep your doors open and your neighbors know -- they watch out too, or no? SQ: Yeah because sometimes -- like an example, if I’m sick or something and the neighbor knows you’re sick, all the sudden you see your neighbor comes up with a bowl of soup in their hands. You know, “I made you some soup.” And the other neighbor comes and goes, “Oh, I made you some supper.” That’s how the 49 �neighbors here are. We try to take care of one another. So, if something’s wrong with one and then -- [01:07:00] we just try to communicate. Some neighbors are good. Not all neighbors are good. Don’t get me wrong. JJ: There’s one or two that are not (overlapping dialogue; inaudible)? SQ: I guess in every place, there’s always one person that doesn’t like this or one person that doesn’t like that. Do you understand? It’s not here. It’s not there. It’s everywhere. It doesn’t matter. JJ: (overlapping dialogue; inaudible) what I’m trying to find is what would -- in this place, what would make somebody not like their neighbor or their neighbor not liking you? SQ: I guess -- JJ: I mean, for what kind of things would they be angry about? SQ: I don’t know. Maybe, I guess, they’re just grouches or -- I don’t know -- or they just -- JJ: Did you go on their grass or something? SQ: No. That’s a good thing. Here, there’s very, very little houses with fences, I mean, that don’t have a fence because all the houses here have fences. So, it doesn’t matter [01:08:00] whether you walk on the grass or not because the only one that’s going to walk on the grass is you because it’s your house. Now, over there -- and I know in Aurora. JJ: But there’s always grass in the front. I mean, there’s always -- SQ: Yeah. But that part -- they don’t really care because they usually say that’s the government. 50 �JJ: Oh okay. SQ: Because actually the government’s the one who cuts the grass. But inside -here, I think maybe one -- you can go all the way down the road, and you can find one house that has no fence. All the rest of the houses have to have fences. I like my house without a fence. But I got lucky. I ended up with a house with a fence. JJ: But before they didn’t have fences -- I mean, they did have -- I guess they had some made out of -- it wasn’t fancy fences. Now, they’re more fancy. SQ: Yeah, now they’re more fancy. JJ: They’re more fancy. SQ: I do remember pictures that they did show me, which was my ex-mother in law -- JJ: (overlapping dialogue; inaudible) how many years (inaudible)? [01:09:00] SQ: I’ve been here -- in this house? JJ: No, in (inaudible). SQ: Oh my gosh. I don’t remember. Twenty -- JJ: Is it that long? SQ: Yeah, 27, 28, something like that. JJ: Wow, okay. So, your neighbors, as you were saying -- what were you saying? SQ: I don’t even remember. JJ: I did you stop you there. Sorry. SQ: That’s okay. (laughs) JJ: We were talking about the neighbors. 51 �SQ: Okay. My ex-mother in law -- she showed me pictures. When she came here, there was -- actually where I live now, there was this house, the house in the front, and the house on the side. And there were no other houses except two more houses all the way down on the corner. That’s it. No more houses. Now, there’s houses everywhere. And then, the road was a dirt road. It was just no tar, no straight, nice, clean street. No, everything [01:10:00] was just a dirt road. JJ: So, they just put the cement road. SQ: Not now. I mean -- JJ: A long time ago. SQ: Yeah. But when she came -- JJ: When she came, it wasn’t here. SQ: -- there was no road really here. There was just dirt. It was a dirt road. JJ: But so, now it’s pretty -- most of the houses, when there’s like a hurricane, there’s no problem, right? SQ: No, not -- unless your house is made out of wood. That’s really it. But there’s hardly any houses nowadays made out of wood. They’re very few, and the very few is -- they’re little, tiny houses. JJ: In the United States, in Florida, they even have cement houses that are messed up. But they have glass though. SQ: The glass broken? JJ: Yeah, they had glass. SQ: Well, yeah, that happens here with the glass. JJ: Glass (inaudible). 52 �SQ: Yeah. But otherwise that -- JJ: Otherwise the house is pretty sound? SQ: I don’t know about mine because mine’s really old, old house. I don’t know (overlapping dialogue; inaudible) how old it’s been. [01:11:00] Yeah, as long as it’s cement, it’s good. JJ: So, you finished school. You finished high school? Did you finish that or no? SQ: (inaudible) to say, no I didn’t finish. JJ: You didn’t? When did you drop out? SQ: I dropped out, I think, when I was in 11th, 10th and 11th because I had so many classes back -- JJ: You only needed one more year. One more -- SQ: Right. I -- no, no. JJ: Because it’s -- SQ: Not because I needed one more year. I needed more than one more year because I had ninth grade Spanish, 10th grade Spanish, 11th grade Spanish. (laughs) You see, the Spanish was difficult for me. So, I just dropped out. And what I did was I took my GED. JJ: Oh, you got your GED. SQ: Yeah, [01:12:00] I took half the GED. I didn’t take the other half. JJ: Wait a minute. You dropped out of 11th because you were having difficulty. SQ: No, I dropped out in ninth grade. JJ: Oh, in ninth grade because you were having difficulty? 53 �SQ: Yes, because remember whether I am taking 11th grade classes, I’m still in ninth grade because I didn’t finish my Spanish. So, I’m still in ninth grade when I’m taking 11th grade classes. JJ: Right. Hold on one second. (break in audio) JJ: Okay, so we’re talking about some of the reasons why you wanted to drop out. SQ: Well, I dropped out because I wasn’t doing anything in school. I was just fooling around. I didn’t really -- Mom thought -- JJ: Fooling around with a boyfriend -- SQ: I didn’t care. JJ: -- or something? SQ: No, no, no, no. I didn’t care. I didn’t know Spanish. I didn’t really care what I was doing. You’re young and you’re stupid. And you don’t think of the future. You just think, “Oh, I want to have a good time,” and that’s it. [01:13:00] So, I ended up dropping out. I took the GED. I did that. And when while I was taking my GED, I was taking cosmetology school at the same time. JJ: How old were you? SQ: So, I took my test. JJ: But you dropped out for a few years first? Or was it just one year -- SQ: No, I just -- JJ: Right away, you dropped -- SQ: Right away, right away. JJ: -- and then started cosmetology? 54 �SQ: A couple months -- yes, a couple months later, I took -- JJ: And then, (inaudible). SQ: I took my GED. I was old enough to take my GED. I took it. Then, I went -- I took cosmetology. I did that for a few years, and I have my license and my diploma. JJ: So, you took cosmetology for a few years. So, you graduated? You said you got your license. SQ: From cosmetology. JJ: What is cosmetology? What is that? SQ: I cut hair. I do girl stuff, like I say. JJ: Oh, okay. I call them barbers. SQ: Of course, because barbers are the guys. The guys do the hair. (laughter) I’m a cosmetologist. I do all girl stuff. [01:14:00] So, I figured out, “Okay, I’m not going to just sit down, not do nothing.” So, I went to school. I did that. Actually, I got that -- you usually have to pay. I got it free. I didn’t want to -- JJ: Now, see, that’s creative. So, you’re more creative. So, that’s something that you would like to do. SQ: Right. JJ: The school was getting boring. You didn’t -- SQ: Yeah, it was really boring. (laughs) JJ: I’m just trying to find out why you dropped out. SQ: I was fooling around. I was just a girl that liked to have fun, didn’t want to do school stuff. I didn’t care about school. I didn’t really care. So, like I said, 55 �(overlapping dialogue; inaudible) I was young and stupid. I didn’t think of my future. JJ: Yeah. But I mean, do you know why you didn’t care? SQ: No. That’s what I’m saying. I was young and stupid. I didn’t care of anything. And then -- JJ: You just didn’t have any goals. SQ: Right. JJ: Is that what you’re trying to say? SQ: Right, right. I didn’t (overlapping dialogue; inaudible) have any goals in life at that time. At that time, I didn’t care what I was going to do.” JJ: So, you weren’t thinking about what you were going to do -- SQ: No, I wasn’t thinking of anything. JJ: -- ten years from now. But then, you got into cosmetology. SQ: I got into cosmetology. [01:15:00] JJ: So, why did you get into that? SQ: Because I liked it. Mom says, “If you like it so much, why don’t you go to school?” JJ: So, you were doing it anyway? SQ: I was doing hair and makeup in my house. So, Mom said, “Well, if you like it, do it.” So, I did. I went. I took cosmetology. I did that. I liked it. Then I ended up working in different salons. JJ: Okay. So, you did get a job doing that. SQ: Yes, I did get a job doing that. 56 �JJ: So, you have theory and practice. You have done that. Then you got a license. SQ: Right. JJ: Okay, so, actually you can do that -- that’s a business. SQ: Right, I could if I want to. But it gets boring. At least -- I get bored after a while. I don’t understand why. I like to do different things because I get bored. JJ: Well, some people are creative. And some people are -- SQ: I like to do the stuff -- JJ: -- they make -- they’re day to day stuff. So, there’s nothing wrong with that. I mean, I -- what I’m saying is there’s difference. SQ: Oh, okay. JJ: You know that. [01:16:00] So, that’s probably why you get bored. You’re more the creative type. SQ: Right. I (overlapping dialogue; inaudible) did like to do hair because I could do different stuff. And I did makeup because it was different. I didn’t like to cut hair. I did do it, but I didn’t like it. It wasn’t a passion for me. But I liked to comb hair because, remember, once you comb hair, it’s one hairstyle. It’s a different thing. You’re going to do something different. So, that’s what I like to do. I guess I like to be the different one. JJ: But I don’t want to put words in your mouth. I mean, that’s what I’m thinking, that you’re a creator. I don’t know if you’re a creator or not. SQ: I hope so. (laughter) I hope so. So then, after that, I worked in a few salons. Then I worked in the mall for a while. I did have my son though also. So, I was a single mom. I was married. 57 �JJ: What’s your son’s name? SQ: Andrew. JJ: Andrew? SQ: I was married. Then I guess young and stupid. We got divorced. JJ: So, you were married before. To whom was that? SQ: To Alex. JJ: Alex? SQ: Yeah. JJ: Now, was he from here? SQ: Yeah. He was from New York. JJ: Oh, that was [Posty?]. I remember him, Posty. They used to call him Posty? SQ: Yes. JJ: I remember because -- SQ: They used to make fun of him. JJ: -- I came to visit. When I came to visit, they called him Posty because you were always hanging out -- onto the [post?]. SQ: Yeah, he’s so tall. (laughter) JJ: Right. SQ: He is so tall and I’m so short. But like I say, young and stupid. I got married when I was 21. I had my son. JJ: Young and stupid meaning -- because you were with him for a while though, right? SQ: Yeah, I was with him about seven, eight years. We got married. 58 �JJ: And he was from New York? SQ: He was from New York. JJ: He grew up in New York City? SQ: Yeah, he grew up there and then came here. And I guess I was his [01:18:00] girlfriend from high school. So, I ended up with him one year of marriage, one year, just one year. JJ: You guys just didn’t get along? SQ: No, at all. Like I’ve always said, he’s a great person. He’s a good dad. And I couldn’t -- picked the best father for my child. But as a husband, I don’t want him, not even as a gift. (laughs) We get along. We still do get along. We get along. JJ: So, he did not have husband skills as (inaudible)? SQ: I guess we were, like I said, young and stupid. We were both stubborn. It was what I wanted. It was what he wanted. So, two people butting heads is not easy. JJ: But he was not abusive or anything? SQ: No, no, no, no. JJ: Just stubborn. SQ: Just stubborn. JJ: Okay. Just a couple thing. SQ: Stubborn. JJ: So then, you -- [01:19:00] is he Andrew’s father? SQ: Yes, he’s Andrew’s dad. Yes. We get along for our child’s sake. Even though I say my child -- he’s, what, 19. 59 �JJ: But Victoria is Victor’s? SQ: Right. Victoria is from my second. JJ: From your second. Okay. SQ: I’m staying with that one. (laughs) That’s good enough. I’m going right now -with my second husband -- on 17 years. I did -- JJ: Some people do -- SQ: -- I am 17 years. JJ: Some people do marry a few times. SQ: Yeah, you’re the only (inaudible). (laughter) JJ: I’m not in the interview. This is yours. So, your son is born. Where was he born? SQ: We only lasted a year of marriage. JJ: He was born here? SQ: Yes, he was born here. He was born in Arecibo. JJ: In the hospital in Arecibo. [01:20:00] So now you’re a mother. How does that feel? SQ: Great. I love my kids. That’s the best feeling, the best feeling you can get, being a mama. JJ: So, that was a good thing? SQ: Every day is something different. Every day. JJ: So, how was he growing up? SQ: He was a quiet child, quiet, didn’t bother me, just quiet. I mean, I couldn’t ask for the best child -- and then, the first one usually is so difficult. It was so easy for 60 �me. I guess it was because -- since my brother was small, I already had the practice with my brother because my mom would have put me to babysit. So, it was easier for me for my son. JJ: You’re talking about Danny. SQ: Yeah, Danny. JJ: Danny was small, so you were babysitting Danny. SQ: Yeah. JJ: So, that was like practice. SQ: I guess. I would call it practice, yeah. JJ: Were you changing diapers and things like that? So, you already knew how to [01:21:00] (inaudible). SQ: I knew how to handle that, yes. JJ: How to handle all the yelling and screaming? (laughs) SQ: Yeah. And then, well, Andrew, he’s -- what -- 19 now. I still call him my baby, still my baby. But 19 and he’s tall, really tall. JJ: And he went to school -- didn’t he got to -- SQ: Yeah, he went to school. He’s a chef now. JJ: He’s a chef? SQ: Yeah, he went to culinary school. He’s a chef. JJ: So, did he finish his high school or no? SQ: Yes, he finished high school. JJ: And then, he went to culinary school, or did he go to college? SQ: Yes, he went to -- no, he went to culinary school. 61 �JJ: Okay, he went to culinary school. Okay. And now that’s what he’s doing? He’s a chef? SQ: Yes, he’s a chef. I think he wants to go to Virginia to go study something else. I’m not sure what the something else is. But I know he wants to keep studying. But sometimes he wants to go, sometimes he doesn’t. I told him, “You’ve got to make up your mind because life is short. Do what you like to do now because life is short.” Do it right. I let him -- I let my child learn [01:22:00] the hard way and I don’t know if that’s because that’s what my parents showed me, you have to learn the hard way. They didn’t always give it to you, “Here, take this,” in a silver platter, “Do it this way.” They said, “Is that’s what you want, you have to earn it.” So, that’s how I show my child, my two kids. So, my daughter -- yeah, she’s a spoiled one. (laughs) JJ: But do you think they mean -- when they say you learn the hard way, do you think they mean you’ve got to work hard or -- SQ: I had to work for what I wanted. JJ: Right. You think that that’s -- SQ: Right. JJ: -- what they meant or -- SQ: Right, yeah. JJ: -- or learn the -- SQ: No, no, not -- JJ: “I learned the hard way and I’m (inaudible).” 62 �SQ: Well, everybody’s different. You understand? But my mom showed us -- I can’t give it to you because then you’re not going to know what the value is. Do you understand? So, you have to work for it. JJ: So, you have to work. SQ: Right. So, you have to work for what you want, like my son. My son says, “Oh, my car broke down.” “What do you want me to do?” [01:23:00] “Can you give me some money?” “No, go get a job.” And that’s why I -- I try to show my daughter too. I didn’t have everything handed to me in my hands. I have to figure out how am I going to get it so I can get a better life? How can I do it? What can I do so you can get it better? That’s what she says, “Well, if you give me a dollar, I can use 50 cents and I can save the rest.” And I got, “That’s (inaudible) way to earn your money because I’m not going to give you what you want.” Nowadays, everybody goes, “Oh, so you’ll shut up and leave me alone, I’ll go buy it.” No, I’m not going to do that. Even though my kids are spoiled because I do try to give them everything they do want. But I try to show them a certain point. I’ll give you half, but you’ve got to give the other half so then you can get what you want. Because they’re not going to learn the value. And that’s how my mom showed me. [01:24:00] I guess it’s the way they say -- the way your mom teaches you, that’s the way you’re going to teach your kids in the future. And that is so true. That is so true. JJ: So, what about Victoria? How did you feel when she was born? That’s a different -- SQ: Oh my gosh. It was completely -- 63 �JJ: So, you were separated for one and then you got married. SQ: We weren’t separated at all. We were -- JJ: I mean, you were in your -- SQ: My husband? JJ: -- Andrew’s -- SQ: -- Andrew, yeah. But Andrew’s father is apart. I was with Victor. Victoria is Victor’s. JJ: So, he left right away after the birth. SQ: Well, because -- JJ: So, actually Victor raised Andrew. SQ: Andrew, right. JJ: Oh, Victor raised Andrew too. SQ: Yes. Victor’s been with Andrew since he was two years old. JJ: Okay. That’s what I was -- okay. So, Victor raised him too. SQ: Yeah, they both did because the dad was always there for his son, always. There was no doubt about that. He was always with his child no matter what. JJ: Okay. So, he’s been in contact with Andrew? SQ: Yeah, always, always. JJ: Okay. SQ: No matter what. If [01:25:00] there’s a problem, I call his father, let him know. JJ: Everybody gets along? 64 �SQ: Everybody gets along. That’s the first and the main thing, I always say. Good communication with the dad’s child because you need him. It takes two people to show your child. Not only one did it, both. JJ: What do you mean, it takes two people? SQ: Well, because he’s a boy. If she was a girl, I could show her the girl things. Now, he’s a boy. Who is he supposed to go to? He could go to my husband. But he had to go to his dad so his dad would explain to him -- which my husband would explain to him and tell him things, but his dad also had to do that because that’s Dad’s part. And that’s the good thing of life. “I’m a dad. My son asks me these questions. What do I tell him?” Do you understand? JJ: So, Victoria -- we’re talking about Victoria now. [01:26:00] SQ: Oh, Victoria. Well, what do you want to know about Victoria? She’s -- JJ: Well, just -- I mean, she was a little girl when -- just to (inaudible). SQ: She’s a firecracker. JJ: She’s part of your story. SQ: My son was nice and calm. Now, this one’s the firecracker. (laughs) JJ: And she’s going to see this later. Explain what you mean. Explain what you mean. SQ: Well, she’s too hyper. And she’s just -- she listens and she wants to know everything. “What’s that? And what do you use that for? And why do you have that? And I don’t understand.” You know, these questions. Why, what -- too many questions, I tell you. It’s too many questions. “Calm down. Wait a second. Mom will answer one at a time.” [01:27:00] And she’s like, “Hurry, hurry, hurry, 65 �hurry, hurry.” So, she wants to know more. So, I guess she’s just -- she’s not easy to handle. She’s a great daughter. She’s great. And that -- I won’t deny it. But she just -- I guess her brain is just like, “What’s that for? I want to know.” If there is something that I don’t know -- actually in the computer -- I end up calling, “Victoria, I don’t understand this. Can you help me?” She’s nine years old, and she’ll just do it right away. She goes, “Mom, you’ve got to do this, this, this.” Nowadays, it’s like, “Wow, what happened?” Kids are just -- they know more than older people now. I guess the problem is also -- I never babied my kids. I showed my kids as an adult. So, my daughter talks as an adult. I guess that helps also. JJ: Now, what do they think? Are they Puerto Rican or how do they feel? [01:28:00] SQ: Who, my kids? JJ: Yeah. Or do they even think like that? SQ: My kid does, yeah, both of my kids. “I’m Puerto Rican. My mom and my dad are Puerto Rican.” Andrew’s dad is half Cuban. JJ: Oh, he is half Cuban. SQ: So, he does certain things and says certain things that are different than what we do. JJ: Different words. SQ: Yeah, different words. JJ: Different accents and stuff like that. SQ: Yeah. 66 �JJ: I guess what I’m trying to say is what does that mean to you? I mean, Puerto Rican -- I mean, I’m just trying to figure out -- SQ: What does it mean to me? JJ: Because you were born in (overlapping dialogue; inaudible). SQ: Hey, I’m proud. I’m proud. I’m proud of being Puerto Rican. I am proud of being Puerto Rican. And I’m proud of being an American. So, I mean, people -- JJ: So, how can you balance both things? That’s what I’m trying to get at. SQ: How would I balance it? JJ: Yeah. SQ: Well, I mean, [01:29:00] there’s not really much of a difference. We do the things almost the same except we speak it in Spanish and they speak it in English. Because an example -- if I want to make rice -- you can’t tell me an American doesn’t know how to make rice. The only thing is they do it their way and we do it our way. It’s the same thing. They teach their kids probably -- they give them -what -- time out. We just give them, “You’re grounded. Get in the room.” It’s the same exact thing. It’s just -- they would probably think a different culture. But I just think it’s the same. There’s no difference really. We’re all the same. I don’t think there’s anything -- I bet if you asked a Mexican, “What would you think of being an American,” they’d probably say the same exact thing. “We’re all the same.” JJ: But they’re Mexican from Mexico and then you guys are Americans from the United States. [01:30:00] And you’re Puerto Ricans. 67 �SQ: But that doesn’t make a difference. That’s what I’m trying to tell you. We’re all the same. They eat probably the same things we eat. You understand? JJ: We’re all human beings. You’re saying we’re all human beings? SQ: Yeah, we’re all humans. Doesn’t matter -- JJ: Or is that -- am I putting words in your mouth? SQ: No, no, no. You’re not putting words in my mouth. JJ: We’re all human beings. SQ: We’re all the same. We don’t -- it doesn’t really -- JJ: But we are from different countries. SQ: Well, we all have different cultures, all, everybody because whether -- one thing that makes me laugh is -- I’ve heard a lot of people say, “Oh, I’m not Black. I’m Puerto Rican.” What do you think a Puerto Rican is? A Puerto Rican is -- I say it as a joke. I say a Puerto Rican is a mutt. That’s what I say. But I say it fooling around because we’re mixed. We’re half Indian, half what -- Taíno. Right? That would be an Indian. Some of us are dark skin. Some of our light skin. Some of us are blonde. We have different cultures in us. [01:31:00] So, people say, “Oh, I’m not Black.” “Yeah, you are Black. You’re half Black no matter what.” “Oh, I don’t have this color skin.” “Yes, you do because you’re Puerto Rican.” That’s how I see it. JJ: So, if you’re Black, you’re Puerto Rican, you mean? SQ: I see it that way. JJ: Because we come from different cultures. 68 �SQ: We come from different cultures. I would call it hodgepodge of a lot of mixed stuff all stuck in one. JJ: But what are the main cultures that Puerto Ricans come from? SQ: I think it’s -- if I’m not mistaken, Taíno. JJ: Taíno’s one of them. SQ: Right, the Taíno. JJ: Okay. But they didn’t teach that in school in the school year? SQ: Yeah, they did. But you’re asking me -- how many years ago? I don’t remember. (laughter) JJ: I mean, did they say we come from Spain? SQ: I don’t -- if I tell you something, I would be lying to you because -- JJ: Okay, I don’t want you to tell me. SQ: -- I don’t really remember. JJ: I don’t want you to tell me. SQ: Really. But I know -- JJ: But what you’re saying basically is we’re all the same. SQ: We’re all the same, exactly. Because [01:32:00] a dark skinned person or -- I don’t like to say -- an African American, as we should be calling them -- we have African American in us. You understand? JJ: Oh, that’s what I’m saying. We have that in us? SQ: Yes, we do. JJ: But why? Where? Where did we get that from? SQ: Well, I mean, if you look years back, there is the Taínos. They weren’t white. 69 �JJ: No, they were Indian. SQ: Right. And an Indian is -- JJ: So, where’s the African -- SQ: -- dark skin. JJ: -- where does the African come from. SQ: I don’t -- you see -- JJ: I don’t want to give you detention. SQ: You’re putting me on the spot. I don’t really know. But I do know that we do have that in -- JJ: Since I’m putting words in your mouth, I guess we were supposed to be descended from the -- SQ: There you go. JJ: -- African. African, European, Spanish, and Taíno Indians. SQ: Right. There you go. Those are the words that I’m trying to say. JJ: Now I’m putting words in your mouth. SQ: Thank you. JJ: I’m not supposed. [01:33:00] SQ: But that’s what I was trying to get to. I couldn’t get it to -- but -- JJ: I think you got it there. You got it. You got it. SQ: Yes. JJ: So, we have a different culture then? SQ: Yeah, we do. JJ: Okay, alright. 70 �SQ: We do. I mean, we have -- I would say -- like I said, hodgepodge -- JJ: I mean, can you tell me -- SQ: -- a little bit of everybody. JJ: -- could you tell -- coming from the United States here, could you tell that there was a different culture? That’s a -- SQ: Could I tell the difference? JJ: -- loaded question. That’s a loaded question. SQ: Yeah, I could. (laughter) I could tell a difference completely because here, everybody wakes up at six o’clock in the morning. In the United States, not everybody wakes up at six o’clock in the morning. Give me a break. We get up late. I would call us a little lazier. Now, Puerto Ricans are -- get up five o’clock in the morning, six o’clock in the morning. Then you can hear the shovels. You can hear people cutting the grass. You’re like, “It’s so early in the morning.” When I came here, I was like freaked out. I was like, “What is this?” [01:34:00] I didn’t understand. I really didn’t understand. And then, food time is the same hour every day. I don’t know how it is over there. But I know our family wasn’t like that. Everything is completely different. The foods that we eat -- they would -here they would eat vianda, which -- I know my dad ate that, but we never saw it at a thing. We would see it as a delicacy over there, and here, we see it as an everyday thing. So, a lot of different stuff. A lot. JJ: Okay. What -- you would see different things like vianda. But you said we would see it -- when you say “we” are you talking about in the United States or here? [01:35:00] 71 �SQ: No, I’m saying my family. In the States -- when we were living over there, we wouldn’t see that every day. We would see regular American food. We’d have Italian food or hot dogs and hamburgers. Well, we would eat rice, yeah. But we would more eat spaghetti and other kind of food. It's not like that here. If you don’t eat rice, you’re not eating at all. You understand? You have to have rice on your plate because, if not, that’s not a meal. That’s how they see it here. If there’s no rice, no meal. They’ll say, “Oh, you just had a snack.” That’s how I see it. JJ: Over here. SQ: Over here. JJ: But before you said I saw it like if I was an American here. But then, you come over here and you see it as a Puerto Rican. SQ: Right, yeah because I was used to American food. JJ: But you were born there. But you’re living here. Whatever you -- and you say you’re Puerto Rican. So, what are you? [01:36:00] SQ: What am I now? JJ: Yeah. SQ: I still consider myself an American Puerto Rican. JJ: An American Puerto Rican? SQ: That’s how I consider myself still. JJ: That’s what I wanted to ask. SQ: Yeah. My kids -- they know that -- they’ve never gone to the States. But they say, “My mom’s an American Puerto Rican, and I’m Puerto Rican.” 72 �JJ: Which comes first? SQ: Which comes first? JJ: A loaded question. For you. I’m just trying to -- SQ: Wow. Which would come first for me? Well, I do still consider myself an American, I do because -- I don’t know -- I guess just the lifestyle over there is completely different, which I do like. And I would consider myself afterwards Puerto Rican. JJ: Okay. So, American first and then Puerto Rican? SQ: Right. That’s how I see myself. Not everybody does. But that’s how I see myself. I’m an American Puerto Rican. JJ: Okay. That’s fine. SQ: But there’s no difference because -- JJ: No, there is no difference. SQ: -- I’m still [01:37:00] Puerto Rican. Trust me. I’m not getting rid of my Puerto Rican because I’m proud of who I am. You understand? I’m proud of being a Puerto Rican, and I’m also proud of being an American Puerto Rican. Don’t get me wrong on that one. JJ: So, you said Puerto Rican twice. So, that’s good. (laughter) SQ: Well -- JJ: Either way is good. Either way is good. SQ: Right. JJ: This is an oral history. It’s about you. So, either way is good. I think you’re looking at it and saying, “Well, I don’t know what Tío wants me to say.” (laughter) 73 �SQ: No, no, no, no. That’s how I feel. I’m saying what I feel. JJ: Alright, good. Alright. That’s good. Now, we can do -- before we go into -- I want to look at some of the creative stuff that you do. But are there any other questions we should -- anything else that we should add to this before we get into that. SQ: I don’t know. You ask me. You ask me, and I’ll tell you. JJ: Okay. But I don’t -- I just want to know like what -- I’m asking you some things that I think I should ask you. But is there anything [01:38:00] that I forgot? SQ: No, not that I know of. JJ: We’re both (inaudible) as we know. SQ: Probably. JJ: Okay. Let me turn this off, and then, we’ll turn it back on. (break in audio) JJ: Okay because I’ve only got like five minutes on this camera. SQ: I made that little stool. It used to be a telephone table where you put your telephone at. I took off all the top part and I just -- JJ: Where’d you get a telephone table at? SQ: I found it in the garbage. (laughs) JJ: Oh, okay. So, you get your raw materials free. SQ: Probably do. JJ: What about these things? Did you make any of these? SQ: No, I didn’t make none of that. JJ: Okay, alright. Let me go over here. How about those things over there? 74 �SQ: No, that’s just recycled stuff. I have -- I think the Coke full of top things from the Coke, beer, whatever. You can get it. [01:40:00] I put it all in there. JJ: You just put in the vase. SQ: Right. And then, I have -- the other one that has red in it. Those are seeds. JJ: Those are seeds from -- what kind of seeds? SQ: Those are camándula. And the other one -- it’s just Dorito bags clipped up. I have all different kind of baggies in there. JJ: And you put them in the bowl there? SQ: Yeah, and I made confetti. JJ: That took a long time to cut those up though. SQ: Yeah, I put my daughter, to relax her, down so she can sit and calm herself down to cut paper. And that usually works with kids. Give them a piece of paper and scissors and they’re happy. Then this table that I have here. That used to be a dining room table. JJ: Okay, there we go. SQ: So, I just had my dad -- JJ: Okay. That was a dining room table? SQ: Yes. I had my dad cut it right in half. So, I made two tables. JJ: Okay. The other one’s on the other side over there. SQ: Right. JJ: And that’s that other -- okay. SQ: And where my [01:41:00] television is at -- that used to be a -- it would be -- JJ: The table you mean? 75 �SQ: Yeah, that table. That was something else. I don’t know really -- JJ: But I mean, where did you get that at? SQ: Well, it was at Mom’s house. And it was all old fashioned stuff. So, I just drew up the design I wanted. And I gave all the pieces to a neighbor, and he did that for me. JJ: Okay, he painted it and stuff. SQ: Yeah, I painted it. I sanded it down. JJ: Oh, you painted it and sanded it? SQ: Yeah, I painted it and I sanded it down. Okay. What’s on the top -- that used to be from a bed. Took the iron work off the bed. That used to be mine and my sister’s bed when we were living with my mom. It broke. So, I wanted still a piece of the bed. I’ve carried that with me for years. JJ: Okay. What about the wall? SQ: I did the wall. JJ: Okay. You’re talking about this wall right here? [01:42:00] SQ: Yeah, that took me a week. I took a plate with a design and I just drew it over and over. JJ: Individually? SQ: Yes. JJ: One by one? SQ: One by one. It took me a week or do that all by myself. JJ: It’s all on one -- SQ: I drew it first, and then, I painted it on. 76 �JJ: Okay. All on one side. Okay. We want to go -- okay. SQ: That table, I have -- JJ: This table? SQ: -- my jewelry that’s there with the seeds. That to make -- JJ: Oh, this jewelry right here? SQ: Yes. To make that -- this one that’s here -- to make this only, it can take me up to two weeks. By the time I look for the seeds -- I don’t at all do anything to them. I don’t paint them. I don’t do nothing. JJ: Those are seeds? SQ: These are seeds. [01:43:00] JJ: Oh, okay. SQ: It takes me weeks. So, by the time I clean them out, get the little bugs and everything in it, and I dip it in some certain varnish stuff so all the insects and the goop that’s on the inside comes all out. So, it takes a while to do. JJ: But all the different -- you got gray in there. Do you color them? SQ: No, I don’t do nothing to them. This is the way it is. JJ: Oh, those are the colors right here? SQ: Yes. The seed -- that’s the way it is. That’s it. JJ: The seeds of what tree? Do you know it? SQ: I don’t know the name. And then, this here -- this also -- this is just recycled. I made this out of old -- JJ: Milk things? SQ: Yeah. The little lids from the milk. 77 �JJ: From the lid, the milk lids? SQ: Yeah, that’s what I did. I don’t want to go into any more details because that’s my secret. (laughs) JJ: Okay. SQ: And then, here is another bracelet with bamboo, which I get the bamboo. [01:44:00] JJ: You got the bamboo from the trees here. SQ: I got the bamboo from the trees, which you’re only allowed to cut certain ones, because if you cut the wrong ones -- JJ: The city will get you? SQ: Yeah. (laughs) It’s not a pretty picture. So, they let you get the ones that are fallen down. JJ: You’ve got a bracelet on your hand. Are you (overlapping dialogue; inaudible)? SQ: I made this too, myself. Iron, an iron bracelet. I made it. I only make one of a kind. I never make two of the same because it’s never going to be the same. I make these also. It’s also out of metal. It’s a little hard to -- let’s see. These are one of a kind. And no bead, no nothing. Nobody else would have the same bracelet. If they do want it, it would be impossible for me to match it. Impossible. JJ: Because those are what -- rocks? SQ: These are long rods, and I [01:45:00] shape them myself. JJ: Rocks? SQ: They’re rods. They’re long rods. JJ: Rods. Okay, and you shape them. 78 �SQ: And I shape it myself. JJ: What are those little -- SQ: These are glass beads. JJ: You just bought those. SQ: Just glass beads, random glass beads. You can get plastic, whatever you want to put it in. JJ: This is an arts and crafts. SQ: Right. JJ: Okay. SQ: You see, it’s the same one except they’re all different. Like I said, there’s never two of the same. JJ: And those you put -- you made out of -- is that woodwork or what? You just got those? SQ: These? JJ: No where the candles are. SQ: No, actually these were a gift. I did end up -- JJ: Okay, that’s a nice picture on the wall too. What’s that -- is that what they call it -[flamboyant?] or whatever or no? SQ: No, that’s a [Amarilla?]. JJ: Okay. SQ: Those are also -- I think you can also find those flowers in Hawaii if I’m not mistaken. JJ: Oh, okay, okay. Alright. [01:46:00] 79 �SQ: (inaudible) JJ: Where? By the -- SQ: In the (inaudible). JJ: At the (inaudible) okay. So, this is going to be a window, right? You made that? SQ: No, I didn’t make that. JJ: One’s over by the door. SQ: The doors? JJ: The doors, yeah, because you said you were into doors. Okay. Now, get back here for that. So, that’s the door. Where did you get that door? SQ: Well, actually, that’s a lot of pieces of wood all put together. They snap on like if it was the floor, the wooden floors. And I had Dad snap them on all together. So, I sanded it down, I painted it, and I made it look like a door. So, I put all these different little doorknobs on them. They’re all [01:47:00] vintage and I found them in different places. But I’ve been asked so many times, “Are you selling those doorknobs?” And the one at the top here, it has the mosaic. Those are glass. The glass, I found on the beach. And everything else inside -- what I did was -- JJ: And that’s a door too? SQ: Yeah, it’s a door. That was my mother’s kitchen cabinet door. But since that’s good wood, I didn’t want to get rid of it. I was like, “Wow, good wood. I know I can use it for something.” So, what I did was I put little hearts and little knickknacks inside of it as a memory for my kids. Each one has something about my children. And then, the one on the top here where the mirror is at, that used to be my mother in law’s. It was blue and white. And I [01:48:00] fought over the 80 �mirror because (laughs) I wanted it. And when I finished, this is what I got. Good wood and a nice door. JJ: And let me see. What about the boat? SQ: Those are my son’s boats. JJ: Those are your son’s? He made them? SQ: No. JJ: Oh, he didn’t? Okay. SQ: He didn’t make those. Some guy made them. I don’t (overlapping dialogue; inaudible). Those used to be my dad’s door from the house door. JJ: Which one? SQ: That wood -- those wooden things around there. JJ: So, you put -- END OF VIDEO FILE 81 � https://digitalcollections.library.gvsu.edu/files/original/b9b3978dcb9acc9c800a8322ae2bef99.mp4 6d2a8ef1c698b4468192b832617543d9 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 Sandra Quiles vídeo entrevista y biografía Descripción Spanish language Description entry La historia oral de Sandra Quiles, entrevistado por Jose 'Cha-Cha' Jimenez el 11/21/2012 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.) Mexicano-Americanos--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Mexico-Americanos--Illinois--Chicago--Condiciones sociales Relaciones raciales Conflicto social Identitad cultural Partido Pantera Negra. Illinois Capí­tulo 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_Quiles_Sandra Title A name given to the resource Sandra Quiles video interview and transcript Creator An entity primarily responsible for making the resource Quiles, Sandra Description An account of the resource Oral history of Sandra Quiles, interviewed by Jose 'Cha-Cha' Jimenez, on 11/21/2012 about the Young Lords in Lincoln Park. Contributor An entity responsible for making contributions to the resource Jimenez, Jose, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Mexican Americans--Personal narratives Social justice Community activists--Illinois--Chicago Mexican Americans--Illinois--Chicago--Social conditions Race relations Social conflict Cultural identity Black Panther Party. Illinois Chapter 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 2012-11-21 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/1593895edc9ee3c0e90d3a878bcd67c0.jpg ae71980b78df9272782c01e9efa15052 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SandroPatrick Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Sandro, Patrick Description An account of the resource Patrick Sandro, established the J. Patrick Sandro Education Scholarship Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/7fb11b822ad61d68b335b83b4add3180.JPG 51118741c8d61b25fb44914d99167723 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 Ronald Oakes collection Creator An entity primarily responsible for making the resource Oakes, Ronald Description An account of the resource Collection of photographs by Ronald Oakes, who served in the U.S. Marine Corps during the Vietnam War, and in the U.S. National Guard in the Iraq War. Date A point or period of time associated with an event in the lifecycle of the resource 1968/2005 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/628">Ronald Oakes Vietnam and Iraq war photographs (RHC-80)</a> 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 Iraq War, 2003-2011 Vietnam War, 1961-1975 Veterans Photographs Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Relation A related resource Veterans History Project interviews, RHC-27 Identifier An unambiguous reference to the resource within a given context RHC-80 Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-80_Oakes-Iraq-DSCF2001 Title A name given to the resource Sandstorm approaching FOB Q-West Subject The topic of the resource Iraq War, 2003-2011 United States--History, Military United States. National Guard Military life Soldiers Photographs Description An account of the resource Sandstorm approaching FOB Q-West Creator An entity primarily responsible for making the resource Oakes, Ronald Type The nature or genre of the resource Image Source A related resource from which the described resource is derived Ronald Oakes Vietnam and Iraq photographs (RHC-80) Relation A related resource Veterans History Project interviews, RHC-27 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Iraq War 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> Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/59e5283ffcff1fd247752e74fcd0c521.jpg 68d9de821c3d9c6e33662bca2e52b688 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1960s Seidman House Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000277 Title A name given to the resource Sandy & Caroline Paton perform in Seidman House. Description An account of the resource Sandy & Caroline Paton, folk singers, perform in Seidman House. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Students Music Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1965 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/8f065c22c285e0c75edda749a815a7e9.jpg 6b1e13ca138b405c6c39b2d136d06f69 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Concert & Event Posters Subject The topic of the resource Posters Events Michigan Universities & colleges--Michigan Description An account of the resource Division of Student Services provides programs, services, and environments that enhance the personal, social, and intellectual growth of undergraduate and graduate students at the University. Events including concerts were managed by the office of Student Life. Posters for music, speakers, poetry readings and other campuswide events are included. Creator An entity primarily responsible for making the resource Grand Valley State University. Division of Student Services Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/106">Student Services concerts, events, and posters files, (GV028-06)</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 2017-07-17 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 image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV028-06 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1963 – 1981 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV028-06_paton Title A name given to the resource Sandy and Caroline Paton, January 28, 1972 Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges--Michigan Events Posters Description An account of the resource Sandy and Caroline Paton, in the Copeland House, January 28, 1972. Format The file format, physical medium, or dimensions of the resource image/jpeg 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> Date A point or period of time associated with an event in the lifecycle of the resource 1972 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/106">Student Services concerts, events, and posters files, (GV028-06)</a> Type The nature or genre of the resource Image 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/2e0e7407d402edf8ceff472dc5574b66.jpg 408903dc193e5153343ab36774b3816b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. PS3503.A65 S36 1906 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0441 Title A name given to the resource Sandy from the Sierras Description An account of the resource Binding of Sandy from the Sierras, by Richard Barry, published by Moffat, Yard, & Company, 1906. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1906 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/4d9966a4576d113ffc2a55c2bf4545af.mp4 44859c354bcb41a7cc13cf6b54a2981c https://digitalcollections.library.gvsu.edu/files/original/dd0156da8b10354852624702ed938c7b.pdf 10b894a10568ba20daee703f66ab4704 PDF Text Text Living With PFAS Interviewee: Sandy Wynn-Stelts Interviewer: Dani Devasto Date: April 8, 2021 DD: Alright so I am recording now. I am Dani Devasto and today April 8 th, 2021, I had the pleasure of chatting with Sandy Wynn-Stelt. Sandy, can you tell me about where you are from and where you currently live? SWS: I’m originally from the Kalamazoo area, I grew up in Parchment, but right now I live in Belmont, Michigan. DD: And how long have you lived there? SWS: I moved here to Belmont in 1991—1992 I think with my husband Joel. DD: So you are a long-time resident? SWS: I am a longtime resident, yes. DD: So, Sandy, can you tell me a story about your experience with PFAS [Per- and polyfluoroalkyl substances] or with PFAS in your community? SWS: Sure. So, Joel and I moved to our home in 92’. We’d gotten married in 1991 after dating for 4 years or so. We both loved being outside, we both loved nature and bird watching, and so we found our home in Belmont and it was perfect because it was right across the street from a 100 acre Christmas tree farm. It was — there’s actually Christmas trees to the south of us and so we had kind of this beautiful house in the middle of the woods and we loved it. We lived really boring dull [chuckles] obnoxious lives, really it was so boring. But we were best friends, so it worked out pretty good. Then, in 2016, Joel became ill, and we thought he was having problems with his - with a hernia and he went in for a surgery for that and it turned out that he had stage 4 liver cancer and he died like 3 weeks after that. It was the following year that EGLE had come to my home, which is our Department of Energy, Great Lakes and Environment, to ask if they could test my water for PFAS and I will be honest, I had never heard of PFAS before that. I wasn’t even saying it right for probably the first 4 months. But they tested my water, and my water came back at 21,000 parts per trillion, and again if you don’t know anything about PFAS you hear these numbers and don’t know if that’s a good thing or a bad thing. And it turned out to be a really bad thing, it was pretty high. So that’s how I became involved with this. Turned out that the Christmas tree farm we had fallen in love with was actually a former dumpsite for Wolverine Worldwide which is the manufacturer of Hushpuppy shoes and a lot of other shoes. They had used Scotchgard on all of their products, but had to dump all that tannery waste, so they had dumped it [electronic notification] in the 90 acres or 87 acres across the street 1 �from us for years and years and years in big trenches. When the trenches would start overflowing with the waste, they would punch through the clay lining and let it all drain into the aquifer. That water table then, obviously, traveled to my well, but it also travelled to like the 25 square miles of my community and contaminated all of our water. So, that was how my PFAS journey started. DD: Do you want to say anything about, you mentioned that then you got involved, do you want to say anything about that? SWS: Yes; I got involved because I happened to be the person that lives across the street, and [chuckles] so that, that was a deadlock. I think it also happened that, you know, they tested the first time and it was like 24,000 or whatever. They thought it was an error because it was so high, so when they tested the second time it was like 38,000. They tested again after that, and it was like 80,000 parts per trillion. I eventually got my blood tested and my blood came back at like 5 million parts per trillion, that’s some of the highest that you can find out there. So naturally, the press started coming by and wanting to talk about this because it became a pretty big issue here in Northern Kent County. You know, Wolverine’s is a - had been a really good company in this area and was really valued, but now they’ve contaminated a big part of it, so that becomes a pretty important story to read. And they became very reluctant to take responsibility for this. So, I started by just doing a few news interviews, and one day I was watching television and saw our Senator on TV, Senator Gary Peters talked about doing a hearing in Washington on PFAS. And I thought, and it was open to the public, I remember hearing that, and I said to my two cats: ” well I’m the public, maybe I should go?” [chuckle] - I know a thing or two about PFAS, and low and behold, I did. Eventually it just kind of snowballed from there. So, I went to Washington, and I met with both of our State Senators. I met with our local representative because I thought this is what governments are supposed to do; they’re supposed to step in and make sure this stuff doesn’t happen. So DD: Who was the - who was the local representative at that time? SWS: So, I met with Senator Peters and Senator Stabenow, and Justin Amash was our representative. So, I met with him as well. DD: Did you know that you were going to be such an activist [chuckles] in your earlier life? SWS: No! In fact, I still laugh when people say I'm an activist because I am not active. If you knew me you’d know [chuckles] I’m not — I’m busy, I’m just not really active. You know, it kind of gradually starts creeping into your life and I think what happened was I did that stuff and realized that people really sat down and listened to us. Senators Peters and Stabenow and Representative Amash made time out of their day to meet with us and that was really important to me because it made me realize that they do listen. I mean, when Senator Peters led the senate hearing that day, he talked about that he had just met us the hour before and he talked about it. At that point I realized that you really can make a kind of a difference if you just take a step towards that. DD: What concerns do you have about PFAS contamination moving forward? 2 �SWS: Where to start? Obviously, this is a forever chemical so it’s not going away; it’s not breaking down; it’s not evaporating; it’s not doing any of that. I think every week I hear more and more examples of how ubiquitous this is. I was just, in fact, meeting with someone from EGLE that had come over and we were talking about PFAS contamination near airports, and that every airport in the country has PFAS contamination. So if you have people on private wells that live near airports, there’s a pretty good chance that you’re drinking contaminated water. Every military base, I’ve met people that are dairy farmers that live near military bases, that the cows have drunk PFAS contaminated water, and their milk is now contaminated. We don't test milk for PFAS, in part because we don’t want to know that. So it’s like an onion, the more you start peeling away, the more you realize that this is a problem. This is a slow-rolling pandemic of environmental consequences that we are going to have to deal with quickly to figure it out. DD: Wow, that’s so discouraging. [chuckles] SWS: [chuckles] Now you’ll sleep badly, right? [chuckles] DD: I mean, I’ve been thinking about it for a while probably not quite as long as you but, yeah, you know you hear about it everywhere and— SWS: Yeah, yeah it’s insane that we have done this to ourselves. It’s kind of crazy when you figure out that companies, Chemours is still in North Carolina making these products. That, you know, 3M and those are still making these products. They've tweaked them a little, but they’re still out there and they’re still being disposed of somewhere. So that’s what I worry about. I worry about how much we are all ingesting it, but I also worry that we don’t know what this does to people. Not just to me, right now, today, but what is this going to do for future generations? because I suspect we are going to find that this has got a genetic and ongoing legacy of issues that we haven’t even thought of. DD: Yeah, I’m really looking forward to hearing more from the MiPEHS study [Michigan PFAS Exposure and Health study] and other studies. You know, hopefully other studies that will be like that will get some of that longitudinal data. SWS: Yeah, yeah. DD: So, before we wrap up, is there anything else you would like to add that either we haven’t touched on or that you would want to go back to that you’d like to add more about? SWS: I’ve just been rambling on. I can't think of anything else I could say. I mean I could tell you recipes or jokes but that’d be kind of boring. [chuckles] No, I can’t think of anything else. That’s kind of my story in a nutshell. DD: Alright. Well, thank you so much, Sandy, for taking the time to share your story today. SWS: No problem. DD: I’m going to stop the recording. 3 � 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 Living with PFAS Interviews Creator An entity primarily responsible for making the resource Devasto, Danielle Description An account of the resource Beginning in 2021, the Living with PFAS interviews were recorded to gather the personal stories of individuals impacted by PFAS contamination. PFAS, or per- and polyflourinated substances, are a large group of human-made chemicals used widely since the 1940s to make coatings and products resistant to heat, oil, stains, grease, and water. They can be found in countless household items, including food packaging, non-stick cookware, stain-resistant furniture, and water-resistant clothing. These chemicals are often called “forever chemicals” because they do not break down easily, can move through soils and contaminate drinking water sources, and build up in animals, plants, and people. PFAS have been linked to increased incidences of various cancers, increased cholesterol, decreased fertility, birth defects, kidney and liver disease, and immune system suppression, and thyroid dysfunction. It is estimated that PFAS are in the drinking water of more than 200 million Americans (Andrews & Naidenko, 2020). In Michigan alone, over 280 sites have PFAS contamination exceeding maximum contamination levels for groundwater (MPART, 2024). Date A point or period of time associated with an event in the lifecycle of the resource 2021 Source A related resource from which the described resource is derived Living with PFAS (project) Rights Information about rights held in and over the resource In copyright Subject The topic of the resource Oral history Personal narrative PFAs (Perfluorinated chemicals) Groundwater--Pollution Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-11 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf audio/mp3 Type The nature or genre of the resource Motion Picture Text Sound Language A language of the resource eng 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 PFAS0002 Creator An entity primarily responsible for making the resource Wynn-Stelt, Sandy Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-08 Title A name given to the resource Sandy Wynn-Stelt, 2021 (Interview video and transcript) Description An account of the resource Sandy Wynn-Stelt moved to Belmont, Michigan in 1992 with her husband Joel. In the interview she discusses her husband's death from liver cancer and the presence of high levels of PFAS in their water. Sandy is now an activist working through legal and political channels to improve PFAS awareness and testing. Contributor An entity responsible for making contributions to the resource DeVasto, Danielle (interviewer) Subject The topic of the resource Oral history Personal narrative PFAs (Perfluorinated chemicals) Groundwater--Pollution Source A related resource from which the described resource is derived Living with PFAS (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 Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 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/6638ffc26438322b5d45e2ca2060ce85.mp4 14ea8094cc1c0910aeb6928e771b29b7 https://digitalcollections.library.gvsu.edu/files/original/06f0f3f20324cb56f1ffa58893f8335a.pdf 5af404cafd60d7feac958bb77b36298a PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Sanford Fried Date: 1984 Part: 1 of 2 [Barbara] The question is: a lot of people I talk with – students – did not have anything to do with Council, or anything to do with governance, or were not involved in the college. And you and Sheila [?] were, and I would like your evaluation of how really important that was to the education. [Fried] Boy, I was just thinking about that whole thing. I was running through the Castro question, and that whole statement, and in that phrase, you know, that you weren't a part of the college. And I thought, wait a minute, there was a whole part of this college that happened… was happening in Council and it was happening in the committees. I try to remember all the committees that I was on… everything from the Community Life committee that probably isn’t even around anymore that died a long time ago, Academic Life and Faculty Review and all that faculty hiring. And, you know, the leadership quality and the building leadership quality in our students – it was never really discussed as an upfront thing of what the college was about, but it was, and it was underlying, I mean, it was obvious because there were what fifteen seats for students on the council, right? And so, it was intentional that people were going to get involved but there wasn't much of a dialogue of how that really integrates into your education and how that really helps you when you get out. And I've done various things since I’ve graduated that I’ve thought right back to my Council experiences, where when I sat in that room, I tended to listen more than talk because it was the first time I had ever been in that sort of a setting. But from going out from there, I've been able to put those experiences into my head and into use and think about how we did things at James and, in fact, I got a real concrete example of that, too. At my current job, my yearly job evaluation off my Board of Directors, they do a shitty job. They’ve just done such bad evaluations on me; I mean, you know, I've gotten really upset with it and I think back on how we did evaluations the one year that I was on Faculty Review and how we did some good evaluations then, so that was one specific thing that really… [Barbara] How were their evaluations bad? [Fried] Oh, well, for one thing they were unfair. I don’t want to get into personal gripes about the, you know, things about the job, but they were unfair and that it was an unbalanced evaluation. Any good evaluation stresses positive and negative aspects of your job performance. Okay. There wasn't enough information for the �board to make statements on various things and they weren't able to go around and collect the information. They chose not to go around and collect the information in the way when we were reviewing if a faculty member… of course, we look at all those crazy course evaluations that were done and then there was a general sweep of data from the community at large. And so, it was a very serious attempt made to get as much information from people and as much opinion and fact from people because jobs were at stake; because raises were at stake; it was an important thing to do. And in this last evaluation, I was so disgusted I just I blasted the board for it, and it didn't endear me to them in any way; it added to me wanting to get out of the job sooner and I’ve got two weeks to go. [Laughter] [Barbara] Okay, okay. Because its curious how many people I’ve interviewed that have said, of course, I didn’t have anything to do with Council, I just went on the bus and came back home. And Council, to the ethos of the school from the faculty point of view, was real important. [Fried] I think Council was real critical because, first of all, there's probably only a handful of schools in the whole country, undergrad and graduate, where you can actually… where you could have any access to any of that decision making, okay. And so, in James it was just… it was part of the daily routine or the biweekly routine, I think it was, and sure the committees got crazy, and they got out of hand. But how many of us got into jobs that we are going to be having committee time with? Surely almost everybody in Social Relations and almost everybody in Arts and Media. Anybody who's doing any producing work, you’re always on committees; you’re always doing meetings. So, you know, meetings aren’t just a couple people sitting around – you’ve got to learn how to read those meetings; you got to learn how those politics work. And they were working! They were working the Skylight Room and plus I learned about good facilitating watching Kenny Zapp and watching Pat [?]. They were some of the best, they were very good facilitators. I tried to draft Kenny to do facilitating for the Co-op while he was still in town here. It only worked once – too busy. [Barbara] Okay good, solid answer. I’m going to try going wide here [camera zooms out]. [Fried] I’m glad you asked that because I was going to work it in anyway. [Barbara] Okay, then I want to go back to a question we didn’t talk about which is, oh yes, you said James was half of your education. You’ve been out of school approximately as long as you were in James, so tell me about how it was half and what wasn’t there and all that. [Fried] Okay, should I do a little background on that now? �[Barbara] Sure. [Fried] Okay, let’s see. So, I attended James for approximately three years (seventyseven to eighty). Full-time, more than full-time in a lot of ways in Arts and Media. And now I’ve been out from eighty to eighty-five, so it’s been like five years that I've been a graduate and what I've done mostly in that time has been retail management… had very little to do with Arts and Media. I’ve been doing photography semiprofessionally and just to keep, you know, the skills sharp, but the… oh, God, I just lost my train of thought. [Barbara] Don’t worry about it. [Fried] Okay. [Barbara] Okay, so that’s what you did in terms of your history. Now, how do you characterize your education as having contributed to what you did after school? After you got out of school? [Fried] Okay, the way the education I received and the experiences I received there contributed towards what happened from nineteen eighty to eighty-five for me is that, for one thing, there was a social ethics value that I came out with. Working for a food cooperative was important to me because how food makes it way around from farmer to plate is an important issue for me and I was involved with co-ops before I came to William James, but I saw a greater opportunity to do things that were important to me and my life and to be able to affect my community a little bit. So, I took the steps of getting on the Board of Directors and wound up being able to get a hired position through there, and it was at the time that I thought, “Now I can try and put some of this stuff to work. I can try and put some of these management principles that I heard of and read of and put them into play.” And it was real gratifying for me when I could hire William James people, too, of which I was able to hire a couple and it was always fun. And more than that, it was also reminiscent of there’s now two experiences happening here, and we can talk about the Jamesian way in which we would, you know, try and sell bananas. Or try to do something in real specific context that was not talked about in James. You know, retail was just not talked about in James; that was not one of our areas. At least, it wasn't one of my areas. But, okay, so it helped me to do… to work that side of my… kind of my life commitment of service. You know, everyone has their way of service – if it’s a service to their dollar or service to some community or other or some population and visually I tried to make things happen there, too. I knew that the more exciting you can make things be visually that it would draw people in. It would be… the psychology is wonderful; it just keeps them in and then they don't know why. Of course, that can be used the way it’s used in the grocery industry is really kind of schlocky. I just tried to use it in the food co-op to make things exciting, to make �them dynamic. And, of course, the idea of using video was gone through many times, but for lots of reasons that just couldn’t happen, so I just let that one go. But the other half of the education that I didn't receive was the management and how to run a business. And I know those things were taught at James, but I never would have taken them. That was not in my head when I was there; I was learning to be a creative person in visual arts. That’s what I wanted to do, that’s why I came there. And for me to be studying management principles would have required a great leap for me and one that I was unable to do at that time. And, also, one that was not impressed upon me as being an important one to do by my peers, by my faculty and that. So, it came later. And I’m glad for the way it came because I'm the kind of person I need application for that stuff. I can’t, you know, learn about profit margins in a college context; it wouldn’t have done anything for me. But when I sit there and look how much money we lost this last month because the profit margin dropped all of a sudden it becomes more real. So being able to apply the information really was important to me. And what I maintained all through my education at James, once I really saw what was happening there, the essence of it was that I was learning to be a learner. I was learning to be a lifelong student and I think lots of other people had that same thing. Those of us who really tried to get the most out of James got that… got the ability to learn. And I taught myself just an incredible amount of things and gave my… engendered the confidence in me to know that I don’t need a college to keep on going with my education. It helps to have a community, you know, and that community aspect of James I miss. I miss that sorely. And I wish that was still around. And for me it is, in some ways; I still have a couple of friends that are still around, and we talk but it's just so great to… I’ll just drift off, there’s a cut right there anyway. [Barbara] Okay, okay. This is almost one, I’m not sure… I’m just trying to make sure I hear you. In other words, the way you answered that, it was not that we were elitist, it’s that, why didn’t you do business in school? In other words, you were encouraged to, but it was available. Why didn't you do it? [Fried] Okay. Well, there was some, I think there was some elitism about doing business in school. There was certainly for the art students, for the musicians, the media people, the dancers, and that. You were there to learn your craft, and hopefully you learned it enough - with enough of your own soul – that it could become art. To study something like business seemed to be hypocritical but it really wasn’t because it really does employ some of the same kinds of things in your mind and in your creative person. There are…since I’ve done both now, I see the overlaps and the overlaps are more than not. They are quite a bit. But we were better than that, right? We didn’t have to spend that time studying business because we were learning how to make statements about, you know, what was important to us. But for the most part I felt a lot of people didn’t know what was important to them. They were learning the craft, but they weren’t learning, they weren’t �developing their own voice and what to say through it. So, being articulate isn’t enough unless you have some ideas, right? And business skills were only another way of looking at your ideas, it was just another perspective and I think we suffered a bit, suffered quite a bit by ruling it out, by not saying that this was an important thing for us to be doing because it’s just another way at looking at it. You know we all had to do some science, we all had to do some math. And that’s just another perspective of looking at the world; business is just another one of those ways. And I know a lot of people in the media world who have gone out and started studios here in town have mentioned that same sort of thing to me. You know the business college came later, I had to go to JC, I had to go to Davenport, or I just picked it up myself. Or I just lost a lot of money and I learned how to do it right. That’s a tough way to do it, but you pay your tuition one way or the other way, I guess. [Barbara] Good line. [Laughter] [Fried] That’s right. [Laughter] [Barbara] Sheila [?] just came, do you want to talk to her for a minute? [Fried] Okay. [Barbara] Alright, that was very good. [Fried] I left the college in a rage. And I was raging from actually one of my most memorable experiences in that one – I won’t mention the faculty’s name – one person, we’ll identify him as male, who I was talking to in the later part of my senior year. I had even asked him to serve on my committee as far as seeing the rest of my paperwork through and kind of giving me his blessings and just in the course of conversation he said, “Well, what courses did you take with Stephen, Stephen Rowe?” And I said, “I think I sat in on one of his courses, I don’t think I took anything for credit though,” and he kind of knitted his brow and said, “Well, let’s see you’re a media student. Did you take anything with Mayberry? With Robert?” I said, “No, I never took any of Robert’s courses, but you know I listened to him a lot in Council.” You couldn’t help that, you know, you did a lot of listening. What about Richard Joanisse? Well, no, I didn’t take anything with Richard either. And he just got this awful expression on his face and looked at me with disgust and said, “You never attended this college!” And I’m not… I don’t have violent tendencies but I could have at that moment because I was just so mortally insulted after being such an involved student and I thought a very responsible student for three years. And going through lots of stages of anger after that and coming back to him and confronting him and saying you’re just really unfair, really unfair, and you really angered me a lot by saying that and I’m taking back my invitation to be on my graduation committee, I will get out of here �without you. And then I thought about later on, I think years later, that comment has haunted me for a long time, I can still feel anger. But since then, I thought about them, the other experiences of being on Council, for example, being in the student governance that James wasn’t strictly about anything but encompassing the academic inquiry, the scholarly pursuits of the social issues which this faculty was heavily invested into. And I thought, no way, you can’t do everything there, you just can’t do it all. It would take you five years, six years, and I just didn’t have that kind of time. But I learned my craft well, and I learned about leadership in Council and I learned about working through committee process and that was one of the strong things about what the college was about. So those experiences I realized are very valuable to me and valuable, I think, to anyone else who was in on them. That guy was just off base, he was just seeing things from his own angle, his own perspective. And I think that that created a real split, too, among the students and faculty. Because there were “us” and “them,” there were the camera heads and the chemical fingers and those of us who spent our times in the basements and over in the TV studios and there were those people who spent most of times in the libraries and other places. Our libraries were just different, you know, there’s lots of ways to do that. And I think that we were… it was a real unstated… in some ways unstated division within the college. In some ways it was antagonistic, I think the comment that I shared was “majorly antagonistic.” [Barbara] Okay. I’m going to stop because I’m going to put a new tape in because I have another question to ask you, one more, and I hate to have you start it. [Fried] Okay. [Barbara] You know? [Fried] Yeah. Do you want to set up another angle? [Barbara] I’m going to, yeah, I actually have dominated this tripod so I should be able to change the shots slightly. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 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 Language A language of the resource eng 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 GV016-16_GVSU_48_Fried Creator An entity primarily responsible for making the resource Fried, Sanford Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Sanford Fried interview (1 of 2, video and transcript) Description An account of the resource Interview with Sanford Fried by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Sanford Fried was an Arts and Media student of William James College who was active on the WJC Council and various committees during the years 1977-1980. In this interview, Sanford discusses his involvement on council and his committee work, and how his involvement was critical to his educational success at William James College. This interview is part 1 of 2 for Sanford Fried. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Student councils Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/38e3bfba29674cef2e7b1cc07cd17a0f.mp4 62ac586eb8c25224f8f3b97deedd0dba https://digitalcollections.library.gvsu.edu/files/original/0d41424735974ddad2b71653573b4099.pdf 81d4f8740b9124c6da0b315927a479e2 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Sanford Fried Date: 1984 Part: 2 of 2 [Barbara] Yeah, but sometimes we were not as interdisciplinary as we thought we were. And then when we were talking the other day in the co-op, we started talking about the way the process of learning really worked was not so much that you just took from everybody, but that you…something else. So, describe it. [Fried] Oh, how we took from the few, the mentor…the mentor thing? [Barbara] Yeah. [Fried] Well, one of the problems about what was good at James was that there were many good people. And as you got over your, kind of, freshman fright, and started to see what the value of the resources there were, you knew there were a lot of people that you wanted to study with and then came the time problem, you know? How long were you going to be an undergrad student? And it would take you ten years to study with everybody. So, you gravitated towards those people who were most important in your field, or who had the most to say to you, in terms of your own human development. And I think that the mentor idea worked real well in James. And I hope it works in other colleges. I'm not that familiar with other colleges to know. But by going with mentors, of course, the problem is that you sound like them, you start to look like them, you… in some cases you may start living with them. And that just becomes awkward because then you’ve got to go through this embryonic process to get rid of it, you know? And you’ve got to shed it and become your own. You know, I was affected by that because I was affected by some people who aren’t there anymore. They were there at the time. And it affected me good, and it affected me real harshly, as well. And I had a lot of things to go through with that, personally. I think interdisciplinary… in the interdisciplinary method that we would like to talk about there, at James, we couldn't always do it the way the catalog listed it. It always looked so good in a catalog, and all those people in those pictures always looked so interested, you know? And I still find myself looking at those pictures now and then and thinking: "Gee that would have been a great place to go to, I wish I went." [Laughter] But it was happening for us, in our own way, you know? After about my first year, when I started to realize what was going on there. I always maintain that this college works best for the people who do their bit to get out what they want to get out of it. And if you're passive, your education is passive. In the way of getting a crossbreeding of disciplines – that won't happen for passive student, you know? �Or a passive individual. That only happens to people who are going to say: “I demand that because I refuse to work through life any other way. I refuse for my career to be in a very strict mode." And that wasn't all of us, you know, that didn't work for all of us that way. Some people, you know, James wasn't for everybody. We all knew that. And in the same way, some people who were employed there – the faculty – weren’t for everybody as well. You had to have good direction to get the interdisciplinary aspects. And when it didn't work, maybe it was advising, maybe it was your own, you know, your own pursuits, your own motivations that it didn't work for. I don't know, I guess I'm not being clear for you, as to what… [Barbara] You're saying things, they're not coming out linearly. [Fried] Yeah. [Barbara] They're coming out tick, tick, tick, which is why I wanted some kind of [Inaudible]. The sentences are clear and well formed, and then they go off, and then they come back. [Fried] Yeah. [Barbara] That's how you're talking. That's alright, I accept that. [Fried] That's how I'm thinking of it, too. [Barbara] Yeah. No, that's alright. [Fried] Floating through me in images. Let’s see, some of the beauties of the interdisciplinary approach, though – there are some of those. And I've seen those most graphically by not working in my field, by working in retail. And I'm seeing things that require you to be – of course, it’s also the uniqueness of my job – but require you to be a social activist, to get people to think about things in a larger context and not just such an “I” centered context but in the world center. And then to be narrow about it, too, and to be very managerial. Which may be unfair to call it narrow, but in some ways I think it's a real narrow way of defining stuff. If you didn't take advantage of the interdisciplinary, if you didn't take advantage of the people who are talking that way and the readings, then I don't know how it would happen. That kind of stuff didn't seem to happen by osmosis. It really seems like it had to happen through thinking under fire and being challenged. The challenge is what worked well. I still seem to be going around like that. [Barbara] Its alright. Briefly…see, I thought Isaac would be up and I was going to plant him in your lap and say: okay, big dilemma for all of us at this stage of our life is what kind of education do you want for your children? �[Fried] Boy. Yeah, I want to talk about that; I thought about that. You know, being that Sheila [?], my wife, is a James grad, too, and now we have a two-year-old – I’d love to show you him but he's asleep. We think about what's, you know, what's in store for him, educationally. At this stage, we don't do things like get him into twoyear-old swim and that kind of thing. I have friends who do that; I think it's really wrong. But certainly the…I don't want to say, “hands on approach,” that phrase seems to have been ground into nonexistence anymore. But being able to embrace your education and embrace your experiences by touching them – literally touching them – is such an important learning tool for me. And when I teach somebody a new job at the co-op, I use that to teach them (one of the things I brought with me from Allendale). And with my own son, I want him to be able to grasp it that way. Because he seems like that kind of a kid. He has enough of me in him that way. That's how he's going to learn. There's real parental dilemmas in things like in kindergarten or public school / private school, you know? You want the best quality education for him or is it important that he be with all types. I'm sure every parent sees this, you know, deals with those things all the time. And we all come to different decisions on that. [Barbara] What should his college be like? [Fried] What should his college be like? His college should be the world for a time. Nobody should go to college right out of high school. And I didn't and I learned a lot by traveling for that time. I strongly encourage Isaac to travel. He's alreadywell, he's already been to Canada, his second country, several times, okay? And he travels well, and as he gets older and more empathic and more cognitive, he's going to travel more. And he's going to learn about that. And he's going to learn the way of bringing in lots of experience to teach him about the world. He's going to learn that books, and instructed journeying through books, is a very valuable way to learn. But he's also going to learn that it’s not the only way to learn. But it sure helps to have a mix. It sure helps to be able to have everything around there and be able to sit back with friends, in a comfortable environment, and talk about how these things are mixing together, and how it makes you feel, and how it makes you think, and how it makes you react. We did that James, you know. We had that time, and that social part of the college was real important, real important to me, to be able to integrate that. [Barbara] You said you were having visual images. What, you know, if I say: sum up James in a visual image, what is it? [Fried] Oh, Mona, the dog. Remember Mona? [Laughter] The best visual image for James is a round building in a square frame. [Laughter] It's just so perfect, you know, because we were, you know, we were so traditional on the outside. We tried to look that way, but yet when you get inside, and you couldn't find those corners, you couldn't find where the dust hid, you couldn't find, you know, your �easy way around the things. And that damn building was a maze. It was always a maze; you never really knew what end you're coming out on. And I guess, you know, you could say that about the education to some degree if you wanted to. But I thought the building was perfect, you know. It couldn't have been any better for that college, I suppose, unless it was one long hallway that always had windings within it, too. Other images of things at James… I don't know. I remember people bustling a lot and I'm not sure if they were bustling because they were busy or if they were bustling because they were just overwhelmed with a lot of different things. And maybe not busyness, but just sorting. Lots of sorting that went on. We sorted for a long time in there and hopefully for a long time afterwards, too. And certainly, what would happen with James closing, a lot of us started to get more emotion involved with it, you know? Either saying "good riddance" or saying, you know, “how can the bastards do that?" And I went through the latter for a long time and was real angry about it. And even didn't even see the value of this tape for a long time and thought it's stirring things up too much. And the college can't be reconstructed, hopefully somebody can be motivated by it, either a student or somebody who comes into contact with it in some way to try and do something like that when it's appropriate in a setting where it can be protected and nurtured. But, you know, the college brought me across the state to come here and wound up making this my home for other reasons. But, you know, I wouldn't recommend that people do that now. I wouldn't recommend that people come across to Grand Valley because aside from the few good people that are left that are teaching, I don't know if the college is that different than a lot of other places, and it's a long schlep just to be in the cornfields or downtown if they wind up downtown in the near future. [Barbara] That was a great answer, that was an absolutely terrific answer. I'm just going to stop this for a second. Finish the analogy, the round and the square is a…? [Fried] Okay. The round and the square is, of course, is that round peg in a square hole. T.J.C. [Thomas Jefferson College] was the same way, though they seem to be a little more vocal about it. And, you know, I don't remember about Lake Michigan Hall. I think Lake Michigan probably was the same way, too. So, what started out as some designer's idea became a real fitting analogy for what was going on in the building. [Barbara] Terrific! [Laughter] [Fried] That's a cut. [Barbara] That was a wonderful take. [Barbara] Okay, let’s start. Okay, go. �[Fried] Okay. It was almost like the outside of the building was almost a buffer. In that when I worked with you, Barbara, and I was in your office all the time, and you had an exterior office, and the damn thing was never heated and was always cold. And it was almost as if they take the hearty people, the people that wanted to be in view, you know, and put them out there, and face the library, and face the campus center, and face the tour buses and those things. And so much, but so much was hidden. And there were things that went on in the core of that building that I, you know, kind of media experiments I don't want to talk about. But they were great. I mean it was really exciting stuff that happened, I'm sure. I hope it goes on today. I don't know if it does, but I hope it does. You know, I will always remember that painting of James, too, that painting right in… I never remember which entrance it was, but that double stairway, you know. And it was the painting, the logo that was on our T-shirts, and probably on the letterhead, if I remember. And I still have my T-shirt, you know. The gray ones, not the new ones, the gray ones with the brown. That was the important one to have, I felt. That was the official card. But whenever I see any of James’ books around here or I see them in a bookstore or something, you know, I always flash to the face. And I don't think I've seen any photographs of him. I don't remember seeing any. But I almost don't want to because he was this ethereal spirit, in more ways than one, around the college. And being there as a visual student, that embodiment was comforting after a while, after it became home. It was real comforting to see it, you know, done that way. [Barbara] What are we going to do for cutaways? [Fried] I don't know. [Barbara] I'll probably shoot your hands, which is so draggy, but I don't know what else to do? What else can I do? [Fried] Yeah, hands are good. Not my shoes. You don't want my shoes. [Barbara] You better talk about something because it's weird to do hands. Tell me about… [Fried] Let me tell you about… I know what I'm going to tell you about! I'm going to tell you about my first videotape. Okay? Want me to take the mic off? [Barbara] No, just keep it… unless you want to say something you don't want… [Fried] No, no it's nothing like that because my first… I get real graphic describing that. But, well you remember Kim Bemen [?], okay? Kim, back a few years ago. In that first Video One class we had to do a tape, it was a self-portrait. And at the time, I didn't have a car, and I was hitchhiking to Detroit a lot, going back to family and, you know, trying to ease through that transition of leaving the family-stead. And �so, for my tape I set up a camera in the AV studio with one light on me, two seats, and I did a monologue with his imaginary driver as I hitchhiked on the way back to Detroit. And it just so happens that I had some sixteen-millimeter footage of birthday parties, old birthday parties and that. And I ran that, and we did a fade onto the screen and put some of that onto the tape. The tape is gone, I don't know where it was. It was real crude, and it was just totally spontaneous, and it just worked really well. I was real pleased with it. Kim was there when we taped it and she was really surprised that anybody was going to do something like that. And it came off real well. Does this…[inaudible]? � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 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 Language A language of the resource eng 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 GV016-16_GVSU_57_Fried Creator An entity primarily responsible for making the resource Fried, Sanford Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Sanford Fried interview (2 of 2, video and transcript) Description An account of the resource Interview with Sanford Fried by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Sanford Fried was an Arts and Media student of William James College who was active on the WJC Council and various committees during the years 1977-1980. In this interview, Sanford discusses mentorship among the William James community, the interdisciplinary approach of the college, and reflects on what the WJC education means to his family and his son's future. This interview is part 2 of 2 for Sanford Fried. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/be20826db9b14358c8bf265f73d390c7.jpg 6b3710654487305ca9957772bc788889 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 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0052 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1954 Title A name given to the resource Sanford Plummer family on the beach Description An account of the resource Photograph of Joyce and Sandy Plummer with their son Ben. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Sand dunes Outdoor recreation Families Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/077bc1f77f6f1e6f8c4dcd086ad043ca.jpg 1e4e8cd711dd40783c842ed7a2b95e1f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SanfordJim_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Sanford, Jim Description An account of the resource Jim Sanford, Business Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/0e0a2a25996657a8b7df67f1e5d4615a.jpg 0765e9f933748f90263bf530d90185ed Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SanfordJim_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Sanford, Jim Description An account of the resource Jim Sanford, Business Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/3936bfc8786c8ac03f3ec58279503e61.jpg 0fea2b6a475906af719d12233471c9e6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SanfordJim_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Sanford, Jim Description An account of the resource Jim Sanford, Business Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/fdb31b6bf00af5445323dba6054c5b38.jpg 03bc8707aa3523d9745e50e76b8c6cb2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SanfordJim_Photo04 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Sanford, Jim Description An account of the resource Jim Sanford, Business Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/1d2aa67ba7ccf07dc33a910482d7dd66.jpg 9c2047fc96ccbe71549e21e41d7226d3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M1164 Title A name given to the resource Sangamon class escort carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Sangamon class, US CVE (escort carrier), November 1, 1943. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943-11-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/5f78fee75047eef31f3dda25a1587673.jpg de9fcca53791247e5afbd201b66af44f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_MX430 Title A name given to the resource Sangamon class escort carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Sangamon class, US CVE (escort carrier), May 1, 1945. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-05-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7dd7c62a514b2cf385a88cb97c2a644a.jpg d31f9bce7baba90594a5489bb8c5368c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_696 Title A name given to the resource Sangamon class, escort carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Sangamon class, US CVE (escort carrier), October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8cf0523745304c406df4b22ac6c293ce.jpg 22e34bcdb7803a323301eecea0070776 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_697 Title A name given to the resource Sangamon class, escort carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Sangamon class, US CVE (escort carrier), October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/5703dc70b0d2149c98a64ef4287fa468.pdf fe82d1bd2809a9943995d39cd18ba576 PDF Text Text Sanilac County Master Plan 2004-2024 Prepared by ROWE INCORPORATED & The Sanilac County Planning Commission Updated September 2011 �Sanilac County Master Plan 2004 - 2024 Table of Contents Map 1 – Sanilac County................................................................................................................. iii General Development Plan Participants ........................................................................................ iv Introduction ..................................................................................................................................... 1 Preparation of the Plan .................................................................................................................... 1 Statement Supporting Local Control of Land Use Planning .......................................................... 1 Sanilac County Profile .................................................................................................................... 3 The General Development Plan .................................................................................................. 3 Census ..................................................................................................................................... 4 Households .............................................................................................................................. 5 Age .......................................................................................................................................... 7 Population in Sanilac County.................................................................................................. 7 Education ................................................................................................................................ 8 Household Income and Employment ...................................................................................... 8 Agriculture .............................................................................................................................. 9 Michigan Society of Planning Officials Future Trend Report .............................................. 10 Economy and Industry .......................................................................................................... 11 Evaluation of Proposed Industries ........................................................................................ 12 Sanilac County Future Land Use Plan Recommendations ........................................................... 14 Land Use Classifications........................................................................................................... 15 Blue: Urban and General Service District ............................................................................ 15 Red: Rural Residential District ............................................................................................. 15 Yellow: Rural and Agricultural Conservation District. ........................................................ 16 Green: Parks .......................................................................................................................... 16 Features of Land Use Recommendations ................................................................................. 17 Open Space Corridor System ................................................................................................ 17 Mass Transit System ............................................................................................................. 18 Recommended Land Use Map for Sanilac County............................................................... 18 General Development Plan Recommendations ............................................................................ 21 Land Use Planning and Land Use Change. .............................................................................. 21 Preserving Environmental Quality............................................................................................ 23 Recommendations for the Economy. ........................................................................................ 24 Recommendations for Public Facilities/Services...................................................................... 27 Recommendations for Transportation....................................................................................... 29 Airport Plan Summary .................................................................................................................. 30 Appendices - Maps and Data Tables ............................................................................................ 32 i �Sanilac County Master Plan 2004 - 2024 Appendix A) Data Tables: 1. Household Income (1999). U.S. Census 2. Sanilac County Industry (1999). U.S. Census 3. Sanilac County Occupations (1999). U.S Census 4. Population Growth from 1960-2000 Appendix B) Maps: 1. Sanilac County: Recommended Land Use Map 2. Sanilac County: Bedrock Geology 3. Sanilac County: Soils with Severe Limitations for Basements 4. Sanilac County: Hydric Soils 5. Sanilac County: Soils with Severe Limitations to Commercial Development 6. Sanilac County: Public Facilities 7. Sanilac County: Quaternary Geology 8. Sanilac County: Soil with Severe Limitation for On-site Septic Systems 9. Sanilac County: Topography 10. Sanilac County: Prime Farmland Soils 11. Sanilac County: Land Cover Circa 1800 12. Sanilac County: Woodlots Circa 1978 13. Sanilac County: Transportation 14. Sanilac County: Wetlands 15. Sanilac County: Watersheds (Hydrography) Appendix C) Sandusky City Airport Improvement Data Appendix D) Models for Threshold Standards and Impact Assessment for All Site Plans and Site Plan Reviews ii �Sanilac County Master Plan 2004 - 2024 Map 1 – Sanilac County iii �Sanilac County Master Plan 2004 - 2024 General Development Plan Participants SANILAC COUNTY PLANNING COMMISSION Richard Cannon, Jr., Chairperson Kenneth Wimmer, Vice Chairperson Nancy Halifax, Secretary Donald Hunt, Board of Commissioners Liaison George Booms Carol Christensen Joe Osterhout SANILAC COUNTY BOARD OF COMMISSIONERS District 1 Robert Wood, Chairperson District 2 Gary C. Russell District 3 Robert C. Wood District 4 Norton Schramm District 5 William Walters District 6 Donald Hunt District 7 John Espinoza ADVISORY COMMITTEE MEMBERS Economy Donna Allen, Director, Material Recovery Facility, Sandusky Dale Benish, Executive Director, Sanilac County Economic Development Corporation Gary Blackwell, Farmer Rebecca Brown, Assistant Director, Sanilac County Economic Development Corporation Carol Christensen, Sanilac County Planning Commission Nancy Halifax, Sanilac County Planning Commission Bill Kmet, Owner, Marlette Golf Club Linda Kozfkay, Sanilac County Clerk David Kredell, Rep. Steve Ehardt’s Office Chuck Kunisch, Michigan Agricultural Commodities David McEwen, CEO, Marlette Community Hospital James Nichols, Farmer Dr. Tony Parker, Superintendent, Sanilac Intermediate School District Ellen Schippert, Architect Mike Steele, Manager, City of Croswell iv �Sanilac County Master Plan 2004 - 2024 Mike Sutter, Administrator, Sanilac County Eric Tubbs, Owner, Tubbs Brothers Keith Williams Environment Donna Allen, Director, Material Recovery Facility, Sandusky Jim Bowerman, Drain Commissioner, Sanilac County Eric Bowerman, Construction and Land Use, Sanilac County Grant Carman, Program Coordinator, Environmental Health, Sanilac County Bill Strickler, Soil and Sedimentation Control, Sanilac County Bob Gabler, President, Village of Lexington Marge Hoenicke, Clerk, Forester Township Richard Hug, Planning Commission, Worth Township Joe Kautz, USDA, Natural Resources Conservation Service Bill Kmet, Owner, Marlette Golf Club Jim Kneebone, Michigan State University Cooperative Extension Cathy Knoerr, Supervisor, Custer Township Martin Nagelkirk, Director, Michigan State University Cooperative Extension David Newkirk, Resource Conservationist, USDA, Natural Res. Conservation Service Mary Nichol, Advisor, USDA Farm Service Agency Jason Nielson, CREP/Groundwater Technician, Sanilac County Conservation District Harold Schlichting, Resource Recovery Advisory Norton Schramm, Sanilac County Commissioner Lucy Wayco. Resource Recovery Advisory Keith Williams Land Use Ronald Alexander, Township Zoning Dennis Alexander, Township Zoning Donna Allen, Director, Material Recovery Facility, Sandusky Jim Bowerman, Drain Commissioner, Sanilac County Richard Cannon, Chairperson, Sanilac County Planning Commission Jon & Renae Coon Sharon Doran Hattie Farley Karen Flanagan, Custer Township Zoning Administrator Bruce Gardner, Fremont Township Clerk Richard Hug, Worth Township Planning Commission v �Sanilac County Master Plan 2004 - 2024 Bill Kmet, Owner, Marlette Golf Club Cathy Knoerr, Supervisor, Custer Township Tom & Karen Kosal Connie Krueger Randy Messing Martin Nagelkirk, Director, Michigan State University Cooperative Extension Mary Nichol Lois Parent Sandy Pritchett, Administrator, Sanilac County Conservation District Orvel Roggenbuck, Moore Township Planning Commission David Thayer, Manager, Village of Lexington Bill Vandercook, Tri County Land Use Partners Jim Wilson, Supervisor, Fremont Township Public Facilities/Services Jim Beyer, Program Manager, Family Independence Agency Wayne Clarkson, Director, Lexington-Worth Township Utility Authority (LWUA) Dr. Roger Dean, Director, Sanilac County Mental Health Clint Holmes, Manager, City of Brown City Sharon Kasprzyk, Mayor, City of Sandusky Dale Kerbyson, Manager, City of Marlette David Marshall, Harbormaster Master, Village of Port Sanilac Jack Messer, Director, Emergency Management Dr. Tony Parker, Superintendent, Sanilac Intermediate School District Marv Pichla, Director, Thumb Area MichiganWorks! Linda Schramm, Resource Recovery Advisory Jerry Scott, Utilities Manager, LWUA John Stefan, Manager, Sanilac County Parks Virgil Strickler, Sheriff, Sanilac County Joe Sutherland, Principal, Carsonville Elementary School Mike Sutter, Administrator, Sanilac County Kenn Wimmer, Sanilac County Planning Commission Transportation Joe Allen, Manager, Sandusky Airport Mike Bobic, Huron and Eastern Railway George Booms, Sanilac County Planning Commission Jay Burton, Burton Aviation, LLC vi �Sanilac County Master Plan 2004 - 2024 Harold Donaghy, Sanilac County Road Commission Robert Downing, Moore Township Planning Commission Jerome Essenmacher, Sanilac County Road Commission Rob Falls, Engineer, Sanilac County Road Commission Gary Flynn, Moore Township Planning Commission Joyce Hagan, Sanilac County Road Commission Ted Huntoon, Owner, Huntoon Lumber Dave Kredell, Rep. Ehardt’s office Chuck Kunisch, Michigan Agricultural Commodities Onalee Pallas, Director, Sanilac Transportation Keith Williams Oliver Wood, Sanilac County Road Commission vii �Sanilac County General Development Plan 2004 - 2024 Introduction This general development plan has been created to assist the Sanilac County Board of Commissioners, Sanilac County Planning Commission and all municipal boards and planning commissions located within the county in making future decisions regarding land use, environment, economy, transportation, and community facilities. The primary land use within Sanilac County is agricultural (farming and agribusiness). Due to recent population increases, it was determined necessary to update the current plan that was created during the 1970's. Since 1960, the population of Sanilac County has increased by nearly 40% resulting in increased pressures due to development in some areas of the county. This plan is to provide a guide to decision makers to help ensure that development is directed where there are current or planned infrastructure improvements to support such development, and with the hope that development will occur at a pace that will have a predominantly positive impact on the residents, environment, land uses and economy of Sanilac County. Preparation of the Plan This general development plan was written by a professional planning consultant, with input from the Sanilac County Planning Commission, local municipal leaders and residents of Sanilac County. Through a process of several advisory planning committee and public meetings, the Sanilac County Planning Commission has prepared a series of recommendations focusing on five major areas including: 1) Land use 2) Environment 3) Economy 4) Transportation 5) Community Facilities Advisory Planning Committees, consisting primarily of county planning commission members and local municipal leaders, were created to prepare preliminary recommendations for each of the five interest areas. The final review of all recommendations and comments took place at a public meeting held at the Sanilac Career Center on September 10, 2003. This report is a culmination of the participation of municipal leaders and residents of Sanilac County, with input received from adjoining counties. Statement Supporting Local Control of Land Use Planning The Sanilac County General Development Plan is not intended to be a threat or an active barrier to the loss of local control of land use planning. Municipalities shall not be bound by any provision of the county’s General Development Plan unless specifically adopted by said municipality. It is not intended that either the county’s General Development Plan or any portion 1 �Sanilac County General Development Plan 2004 - 2024 thereof, be used as the basis for denying county funding to any municipality otherwise entitled to such funding. If P.A. 264 of 2001 is amended, repealed, or superceded by any legislation, the Sanilac County Planning Commission and Board of Commissioners shall review and amend the Plan if necessary after public notice and input as required by state law. Terms not defined in this document shall be interpreted under existing law as of the date of adoption of this plan. The Sanilac County General Development Plan (Plan), and any subsequent amendments to the Plan, will be submitted to the Board of Commissioners for final approval. Prior to approval, the final draft of the Plan, or any subsequent amendments, shall be posted on the Sanilac County Planning Commission's web site for public review for a minimum of two weeks. A copy shall also be forwarded to all municipalities located within the county and to planning commissions of adjacent counties for review and comment. The Planning Commission will conduct a public meeting to obtain public input on the final draft Plan, or amendments, prior to adoption of the Plan or amendments by the Planning Commission or the Board of Commissioners. The SCPC shall post copies of all documents related to the County’s General Development Plan, a schedule of meetings and minutes of all meetings on the SCPC's web site. The documents shall be organized in such a manner that citizens with internet access can review the latest plan, amendments and activities related to the Plan. The SCPC shall make such documents available for review by the general public at all normal hours of the Sanilac County Board of Commissioner’s office. Property taxes shall not be increased to support or subsidize any provision of the County General Development Plan unless approved by the Sanilac County Board of Commissioners or the voters of Sanilac County. 2 �Sanilac County General Development Plan 2004 - 2024 Sanilac County Profile The General Development Plan This Plan is more than a "Land Use Plan." It is a “General Development Plan” providing recommendations on how the County might make improvements to education, transportation, environment, public facilities, economy, and land use. Change is no longer gradual. One example is the dramatic change in the way that we communicate. In 1960, 13.9% of the households in the State of Michigan did not have a phone. By 1990 only 4.1% of the households did not have a phone. The 1960 Census included availability of a phone to the household, so it can be inferred that the number of households without a phone was much greater. The 1990 Census listed only households without a phone. In 1960, the internet and the cell phone were unheard of. By 1990, the internet and cell phones had very limited use to the general public. However, today we have the internet and the cell phone as a part of everyday life for many households. Today a "laptop computer" has more memory than the average commercial computer did ten years ago. A handheld amusement device for young people known as the "Game Boy" (retails for less than $70) has more memory than the mainframe computers (costing a few hundred thousand dollars) that were used only for large corporations during the 1970s. In addition, the "Game Boy" has audio and graphics that were unimaginable even 10 years ago. Whether we want it or like it, our culture is advancing forward at an ever increased pace, along with technology we could not have dreamed of 10 and 20 years ago. Communication is reshaping how we live and work. For some occupations it is no longer necessary to drive to a central place of work with others performing the same tasks. Today, many employees perform the same work from their residence via the internet and fax machines, with only an occasional need to physically travel to the company office. Workspaces and equipment are shared by time allotments. Only the people trained with the necessary marketable skills with this knowledge will be able to take advantage of this. There are now recognized Institutes of Higher Education that offer undergraduate and graduate programs on-line. Education and continuing education as well as accessibility to the "internet highway" will be important to higher paying jobs today and in the future. So, how Sanilac County plans for its future, will affect its quality of life. As can be seen in the above illustrations, changes in communication and technology in recent years has dramatically changed and affected our lives, transportation, work place structures, and the need for continuing education. These changes also affect the cost for the infrastructure to support these work place buildings with water, sewer, roads, heat, light etc. Only by preparing a "General Development Plan" can Sanilac County hope 3 �Sanilac County General Development Plan 2004 - 2024 to shape its destiny and improve the quality of life in the communities, in which residents live, work and play. Census Census geographic entities are organized by the U.S. Census Bureau into hierarchies for tabulating and reporting statistics. These entities include a range or geography from census blocks to an entity for the entire United States. States are subdivided into counties and counties in Michigan are further sub-divided into cities, villages and townships. Counties are also divided into census tracts, which are further divided into block groups and blocks. Census blocks are the smallest type of geographic entity identified by the Census Bureau. The demographics used in the report were obtained by the Bureau of the United States Census. Population refers to the number of people who live in a defined area and could include a State, County, Township, Village, City, Census Tract or a Block. Population is much more than just a "head count". An example of this is a 30 year old single mother of two, who is employed in a managerial profession, earning $60,000 annually, lives in an apartment, and drives 16 miles to work, one way, by herself, daily. From this the following information is provided, single person head of household, 2 children, income, type of employment, rental dwelling, daily trip generation of 32 miles. Since 1960, Sanilac County's population increased by nearly 38% from 32,314 in 1960 to 44,547 in 2000 as compared to the State of Michigan’s population that increased 27% from 7,823,194 in 1960 to 9,938,444 in 2000. It should also be noted that during one decade of this period, Sanilac County lost population, from 40,789 in 1980 to 39,928 in 1990. During this same period of 1980 to 1990, the State of Michigan continued to grow in population, so even with a loss in population during one ten year period, Sanilac County still grew at a faster rate than the rest of the State during the same overall time period. See Appendix A, 4) Chart on Population Growth for growth trends on lakeshore communities from 1960-2000. From 1990 to 2000, the State of Michigan's population only increased by 6.9%, from 9,295,297 to 9,938,444. However, the Sanilac County population increased dramatically by 11% during the same time frame from 1990 to 2000, from 39,928 to 44,547. Sanilac County’s land area is 963.9 square miles. In 1990, the population density for Sanilac County was 41.4 persons per square mile. In 2000, the population density increased to 46.2 persons per square mile. 4 �Sanilac County General Development Plan 2004 - 2024 As seen by the Census figures, Sanilac County in the past 40 years has grown at a faster rate than the rest of the State of Michigan. The greatest population increase in the ten-year period from 1990 to 2000 was in the townships that increased from 27,804 to 31,567 representing an increase of 13.5%. This was almost twice the growth rate of the State for the same period. Households The 2000 home ownership rate for Sanilac County of nearly 82% is quite a bit higher than that of the rest of the state, which was almost 74%. In 2000, there were 21,314 housing units in the County, of these 16,871 were occupied and 4,443 were vacant. This is 20.8% vacancy rate. However, on further examination of the 4,443 housing units that were vacant 3,243 of these were categorized as Seasonal housing, Recreational housing, or Occasional use housing or 72.9%. As can be seen by the way the Housing Units were categorized by the Census, the vacancy rate can be very misleading in areas along a major water area like Lake Huron. Of the numbers that are vacant in the following communities the largest percentage fall into the category of "Seasonal, Recreational, or Occasional Use". Of the 4,443 vacant housing units, 3,822 were in areas near Lake Huron and were in the following communities: Table 1: Household Occupancy for Sanilac County # of Occupied Housing Units # of Vacant Housing Units % of Vacant that are Seasonal, Recreational, or Occasional Use Delaware Township 359 284 87.0% Forestville Village 56 91 92.3% Forester Township 484 528 93.2% Lexington Village 550 510 90.6% Port Sanilac Village 319 118 70.3% Sanilac Township 1,969 1,132 82.9% Worth Township 1,619 1,159 89.0% County percentage of occupied housing units 79.2% 20.8 73.0% State of Michigan percentage of occupied housing units 89.4% 10.6% 52.1% Community 5 �Sanilac County General Development Plan 2004 - 2024 According to the 2000 Census, there are still a number of homes in the county lacking complete plumbing facilities, complete kitchen facilities and telephone service. According to the 2000 Census, of the 16,871 occupied housing units in Sanilac County, there are at least 330 lacking complete plumbing facilities, 318 lacking complete kitchen facilities and 580 with no telephone service. This includes both owner-occupied and renter-occupied. A partial listing from the Census 2000 lists the following areas and the corresponding number of occupied homes lacking complete plumbing and kitchen facilities and phone service: Table 2: Household Deficiencies for Sanilac County Community # Lacking Complete # Lacking Complete No Phone Plumbing Facilities Kitchen Facilities Service Argyle Township 4 7 22 Austin Township 18 16 8 Bridgehampton 2 5 16 Brown City 2 2 19 Buel Township 0 0 6 Croswell City 7 19 34 Custer Township 0 4 10 Delaware Township 18 14 27 Elk Township 4 4 21 Elmer Township 10 6 11 Evergreen Township 12 19 26 Flynn Township 18 20 31 Forester Township 36 34 16 Fremont Township 5 9 4 Greenleaf Township 15 16 10 Lamotte Township 3 2 19 Lexington Township 13 14 29 Maple Valley Township 19 21 29 Marion Township 5 4 25 Marlette City 6 4 25 Marlette Township 13 9 22 Minden Township 2 2 8 6 �Sanilac County General Development Plan Community 2004 - 2024 # Lacking Complete # Lacking Complete No Phone Plumbing Facilities Kitchen Facilities Service Moore Township 2 2 16 Sandusky 5 5 12 Sanilac Township 12 10 25 Speaker Township 4 2 16 Washington Township 8 2 36 Watertown Township 2 4 12 Wheatland Township 2 7 9 Worth Township 83 55 36 Total 330 318 580 Nearly 69% of the homes in the County use a well for their water supply and 70.7% of the homes have a septic tank or cesspool for the means of sewage disposal (1990 Census). Age The median age in Sanilac County in the 2000 Census was 37.8 years. There was a ten percent increase in persons over 65 years from 1990 to 2000. This was one per cent less than the overall growth of 11% for the total population of the County for the same period of time. There was a slightly higher growth rate (3.1%) of people over 65 in Sanilac County for the year 2000 than for the rest of the State. In 2000, 15.4% of the population in the County was over 65 while the percentage of the population over 65 for the State was 12.3%. Population in Sanilac County Table 3: Sanilac County Census Population 1990 2000 % Increase 39,928 44,547 11.5% Over 65 6223 6865 10.3% Over 65 - % of Pop 15% 15% 0% Population in State 9,295,297 9,938,444 6% Over 65 1,108,461 1,219,018 9% 12% 12% 0% Population in County Over 65 - % of Pop 7 �Sanilac County General Development Plan 2004 - 2024 Education In the year 2000, there were more persons in Sanilac County with a high school education than the rest of the State. Nearly 44% of the population in Sanilac County had a high school education as compared to 31.3% of the population in the State of Michigan having had a high school education. In the year 2000, 6.2% of the population of Sanilac County had a Bachelor's degree or higher, while at the same time, 13.7% of the population of the State of Michigan had a Bachelor's degree or higher. Education is an important foundation to attracting employers. There is a need in rural areas to provide career and skill training as well as an opportunity for advanced education. Persons with college degrees made up 24% of all high school graduates in metro counties in 1990, compared with 15.9% in rural counties. Youth represent the future of rural Michigan. The following table is from the 2000 Census. Table 4: Sanilac and Surrounding County Education High School Graduate Bachelors Degree Sanilac County 43.9% 6.2% Huron County 42.9% 7.4% Lapeer County 38.5% 8.8% St. Clair County 37.2% 8% Tuscola County 41.8% 7.1% State of Michigan 31.3% 13.7% Household Income and Employment Sanilac County has a wide range of income levels for households within each municipality. A majority of Sanilac County residents fall within the salary range from $35,000 per year to $49,999 per year. The average income for the entire county is $36,870. The two municipalities with the highest average income are Forestville at $45,625 per year and Fremont at $44,250 per year. The two municipalities with the lowest average incomes are the Village of Minden at $24,375 per year and the Village of Carsonville at $25,795 per year. As with income in Sanilac County, there is a wide range of employment within Sanilac County. The two employment fields that are most dominant in Sanilac County include work that is managerial or professional in nature serving 4,835 Sanilac County residents. Production, transportation, and moving of materials are the largest employment sectors serving 5,260 residents within Sanilac County. Agriculture makes up 1550 residents. 8 �Sanilac County General Development Plan 2004 - 2024 See Data Tables in Maps and Data Tables Section of Appendix for Complete details. Agriculture The publication "Farming on the Edge, Sprawling Development Threatens America's Best Farmland, American Farmland Trust 2002", identifies a portion of Sanilac County on a Michigan map as having high quality farmland (defined as "High Development" farmland) beginning at the southern edge of the County, creating the base of a pyramid, and forming a peak at the northern edge of the County. The rest of the County is identified at "Low Development" land. Michigan ranks ninth in the nation in farmland loss. While zoning cannot preserve farming, it is intended to preserve farmland. "Nearly any farmer will say that the best way to make farming viable is to increase farm profits. One way zoning can help is to promote "value added" measures in zoning districts where farming is encouraged. Examples of value added provisions include: easing of restrictions on roadside stands; allowing recreational activities, such as hayrides and other seasonal activities, or permitting retail outlets for farm activities."(Michigan Planner, March 2003) The agriculture and food industry is Michigan's second largest industry, contributing an estimated $40 billion to the state's economy annually. Cash receipts from the sale of crops and livestock accounted for $3.5 billion of that total in 2000. Approximately 10.4 million acres are used for farming, supporting about 52,000 farmers. Michigan farmers grow more than 100 commercial crops making the state second to California in crop variety. In 2000, the state ranked among the top three producers of over two dozen different crops. Michigan's "number one" crops included black beans, cranberry beans, navy beans, blueberries, tart cherries, pickling cucumbers, geraniums, budding petunias, flowering hanging baskets, light red kidney beans, Niagara grapes, hostas, impatiens, and marigolds. Michigan was the second-largest producer of dry beans (all), celery, dark red kidney beans, and small red beans. Finally, Michigan was the third largest producer of apples, asparagus, snap beans, fresh market carrots, concord grapes, radishes, and vegetable-type bedding plants (*SourceState of Michigan). Livestock and livestock products are Michigan's single-largest commodity group in terms of cash receipts, which totaled more than $1.34 billion in 2000. The state's inventory of livestock included 1.0 million head of cattle, 950,000 hogs and pigs, 71,000 sheep and lambs, and 6.2 million hens and pullets. Michigan's 300,000 dairy cows produced over 5.7 billion pounds of milk (*Source-State of Michigan). 9 �Sanilac County General Development Plan 2004 - 2024 Michigan is expected to urbanize land at 6 to 8 times the rate of population growth and will use as much land by 2020 for the next 1 million new residents as Michigan has used for 9 million people since the first settlement over 300 years ago. The population continues to shift from urban cities to rural areas, straining the sustainability of our core cities and putting additional pressures on the natural resource base, which is economically important to industries like agriculture, tourism, forestry and mining. According to the US Census of Agriculture, Michigan has lost over 1.2 million acres of farmland over the last fifteen years (1982-1997). Half of the Michigan's agricultural production comes from metropolitan influenced counties. As more people move out into rural areas, there are additional pressures placed on the remaining farm operations, which threaten the long-term business environment for Michigan's second largest industry. While development will occur, the need is to encourage more sustainable development without destroying the natural resource base in rural Michigan. Michigan Society of Planning Officials Future Trend Report Acreage of farmland in Sanilac County declined 3% from 444,294 in 1982 to 429,706 in 1997 as compared to the overall change in the State of Michigan from 10,942,172 in 1982 to 9,872,812 in 1997, or a decline of 10% for State. The number of farms in Sanilac county, adjacent counties and the State of Michigan have declined between 1982 and 1997 as shown in the table below: Table 5: Total Farms in Sanilac and Surrounding Counties 1982 1997 % of Decline Sanilac County 1846 1448 21.6% St Clair County 1302 940 27.8% Lapeer County 1361 1020 25% Huron County 1655 1184 28.5% State of Michigan 58661 46027 21.5% 10 �Sanilac County General Development Plan 2004 - 2024 The average size of farms from 1982 to 1997 in Sanilac County, adjacent counties and in Michigan has increased as shown below: Table 6: Average Farm Size for Sanilac and Surrounding Counties 1982 (Acres) 1997 (Acres) % of Increase Sanilac County 241 297 18.9% St. Clair County 158 173 8.7% Lapeer County 166 175 5.0% Huron County 263 358 26.5% State of Michigan 187 215 13.0% Economy and Industry Industries that Sanilac County communities might consider targeting for recruitment efforts are listed in the "Economic Development Target Industry Study" developed for the Sanilac County Economic Development Corporation (EDC) in February of 2001. The Sanilac County EDC's goal is to target those jobs that are primary or contributory in nature. This means that the source of revenues to pay wages must come from the sale of goods or services outside of Sanilac County economy. This imports money to the area, which then pushes the growth and consolidation of the reactive industries. Earnings per worker must meet or exceed the goal in the study in order to prevent dilution and to elevate the quality of the economy. To achieve the economic development goal, the economic development organizations working in Sanilac County must recruit new, contributory businesses to the area, which will pay a wage equal to, or higher than that set in the goal. Table 7: Sanilac County Target Industry Goals Through 2011 Year Jobs Wages Average % of Average 2001 182 31,633 23,844 133% 2002 188 32,762 24,571 133% 2003 194 33,933 25,325 134% 2004 201 35,164 26,108 135% 2005 208 36,403 26,920 135% 2006 267 38,832 27,888 139% 2007 278 40,308 28,896 139% 11 �Sanilac County General Development Plan 2004 - 2024 Year Jobs Wages Average % of Average 2008 289 41,840 29,945 140% 2009 300 43,432 31,038 140% 2010 313 45,086 32,177 140% 2011 325 46,804 33,362 140% Source: Sanilac County Target Industry Study (Policom, 2001). Some of the liabilities that this report addresses, that mirror other parts of advisory committee reports, are the need for sufficient educational resources for companies which require post secondary educational opportunities for its employees and research facilities for the company. Also, there is a need for high-speed fiber optic cable identified in the study. Another area that is listed as a liability is the lack of major airport. However there are two small airports in Sanilac County that could be upgraded to meet the needs of owners and those that charter small planes. If upgraded, these small airports could be an asset. Another liability listed in this report is the geographic location and highway access. At this time there is no four-lane roadway connecting the county to I-69 to the south. This presents a higher than normal transportation cost for shipping manufactured products, compared to counties in closer proximity to the interstate highway and population centers. This study also takes into account existing assets including industrial parks and zones, vacant buildings, relatively low wages and work force. If the national average wage for a specific industry is $45,000, a company, due to local market wage might have to pay $55,000 in one area while $35,000 in another. Since the market wages are lower in Sanilac County, a new business may be able to attract quality workers for less money than in other places in Michigan. Even though they will pay less than other areas, the wage will likely be equal to or greater than the required goal as outlined in the Economic Development Target Industry Study." The Study targets those smaller companies within the industries which fit Sanilac County and would most likely have a minimal impact on the current land usage, while providing economic growth and stability at the same time Evaluation of Proposed Industries The following section is to provide explanation and examples of how local communities can evaluate the potential impacts and benefits of proposed businesses. 12 �Sanilac County General Development Plan 2004 - 2024 Primary or contributory industries are those that import money to a local economy. Imported money circulates and flows from person to person, business to business, until it is fully consumed and leaves the local economy. Virtually every industry can serve a contributory function, based upon the type of business activity in that sector. The test of whether a business is contributory to a local economy is determining the source of the money used to pay the wages for the employees of the business. If the source is a result of the sale of goods or services geographically outside the local economy, then the business is primary or contributory. The money for the payroll is imported to the local economy. As an example, when an automobile is manufactured in one area and sold in another, the money paid for the automobile leaves the buyers area (consumed) and is sent to the area in which the car was manufactured. The payroll at the manufacturing plant is composed of imported dollars. If a local engineering firm designs a bridge in another state, its fees are imported to the local area and the ensuing wages paid enter the local economy. Conversely, the local insurance agent, retailer, and even local government are dependent upon the money flowing into an area and are consumptive and reactive in nature. The size of a local economy will grow in direct proportion to the amount of money entering the area year after year. The reactive-consumptive businesses will grow, or decline based upon this flow. The wage scale of the primary industries determines the economic health of an area. The quality of the local economy will seek the level of the wages paid by the primarycontributory industries in an area. If most of the jobs in the primary industries pay a high wage, then the overall quality of the economy will seek that wage level. The service and retail areas will almost always pay less than the primary industry jobs. The number of low paying primary jobs can significantly affect the economic quality of life for the area residents. The makeup of the workforce needs to lean as much as possible toward the higher paying positions, as the growth of low paying jobs disproportionate to the higher paying jobs can actually cause the economy to decline in quality. The saying any new job will help the economy is not true. As an example, suppose an economy is composed of 1,000 primary industry workers and has average earnings per worker of $30,000. In this economy, 300 workers earn $40,000 per 13 �Sanilac County General Development Plan 2004 - 2024 year and 700 workers earn $25,714, causing the average to be $30,000 for the primary industries. The workforce makeup is 30% high wage earners and 70% low wage earners. If 100 new low wage primary jobs are created during the course of a year, and no new high wage jobs are generated, the average earnings per worker for the area will fall to $29,610. The percentage of high wage jobs in the workforce drops to 27% and the percentage of low wage jobs grow to 73%. If this economy does not increase the percentage of high wage jobs, the overall economic quality of life for the residents in the area will gradually erode, as the remainder of the jobs will seek the level of the primary industries. As can be seen by the above illustration, the process of adding greater percentage of low wage jobs rather than higher wage jobs to an economy causes "dilution" in the economy. (*Source Sanilac County Goal Study- Sanilac County Economic Development Corporationprepared by the Policom Corporation) It is recommended that Sanilac County and local municipalities contact the Sanilac County Economic Development Corporation and the Sanilac County Planning Commission to review any proposed economic development projects and evaluate the impacts and benefits of the proposed development on the local economy. Sanilac County Future Land Use Plan Recommendations The Sanilac County Planning Commission has developed the following “Future Land Use Recommendations” for the people of Sanilac County to review. The overriding theme in developing these recommendations was the reality that the most appropriate place for future growth and development are areas that are already the locations of residential, commercial, and industrial activities. The overall intent was to limit sprawl, minimize future investments for infrastructure, and preserve open space for tourist and recreational purposes. The County has been divided into three distinct land use districts, which are defined in detail below. They can be summarized as follows: Urban and General Service District - areas of higher density residential, commercial, and industrial development, reserved for established cities and villages and the Lake Huron shoreline. Rural Residential District - areas of rural, low density residential development that are concentrated around Urban and General Service Districts and serve as a buffer between these high density zones and agricultural zones. 14 �Sanilac County General Development Plan 2004 - 2024 Rural and Agricultural Conservation District - areas of extremely low density devoted primarily for agricultural and farming activities. For purposes of simplicity and consistency, the definition of each classification was taken generally from the St. Clair County Master Plan (Spring 2000). The master plan developed by St. Clair County is a very valuable document given its proximity to Sanilac, and because the two Counties’ are facing very similar growth and development issues. Land Use Classifications Below is a general description of the land use classifications that are included in the land use map. For purposes of simplicity and consistency the definitions of each classification was taken from the St. Clair County Master Plan (Spring 2000). Blue: Urban and General Service District The areas of Sanilac County that are depicted in blue are generally located in and around two distinct areas: existing population and activity nodes such as Brown City, Croswell, Deckerville, Marlette, Sandusky, and the Lake Huron Shoreline. Sanilac County’s various population nodes and its shoreline are classified as Urban and General Service District for different reasons. Villages and cities are classified as such because they are areas of existing higher residential, commercial, and industrial land use densities. They also possess public infrastructure such as electricity, sewer, and water that can be extended and upgraded economically and efficiently. The Lake Huron Shoreline is classified as Urban and General Service at varying degrees because it is already the location of extensive residential development both seasonal and primary, and because it is critical to the County’s economy in terms of tourism and recreation. A concentration of development, especially residential and commercial, would allow the County to maximize the economic impact of these two activities as well as invest in the infrastructure necessary to provide for this growth and minimize its inevitable environmental impact. Future growth and development should be concentrated in these two general areas to minimize infrastructure investments, limit sprawl, and preserve open space. Red: Rural Residential District A majority of the designated Rural Residential Districts is concentrated around Urban and General Service Districts. They serve as a transition zone between the Urban and General Service Districts, located around established cities and villages and the Lake Huron 15 �Sanilac County General Development Plan 2004 - 2024 Shoreline, and Rural Agricultural Districts, which make up most of the County’s interior land area. The Rural Residential District provides for rural, low-density homes in areas of Sanilac in which the soil will support on-site septic systems. Zoning in this district should be on the magnitude of 10 acres, and homes should be arranged in a clustered manner, which will minimize any required infrastructure extensions and maximize open space (St. Clair County Master Plan 2000). The current pattern of development along Township borders and roads should be abandoned or at the very least discouraged in favor of clustering and infill development to limit further sprawl. Yellow: Rural and Agricultural Conservation District. A majority of the county is shaded yellow and classified as Rural and Agricultural Conservation District. The overall density would be very low under this classification, however, residences would be clustered together on a small parcel preserving large tracts of land for agricultural and farming uses (St. Clair County Master Plan 2000). While a majority of the County is designated as Rural and Agricultural there are many economic opportunities within the agriculture and farming industry. In addition to traditional agricultural activities such as raising crops and livestock, agri-businesses should be provided for and encouraged to help diversify Sanilac County’s farming economy. Sanilac County has begun this process with sod, truck, nursery and orchard farms, with some qualifying for the Organic label. Further diversification into Agri-businesses has great potential to expand the farm economy, “create jobs, generate income, produce support industries, and contain sprawl” (St. Clair County Master Plan 2000). Along with agri-businesses, community-farming operations like the ones that have sprung up in western Washtenaw County are encouraged and supported in Sanilac County. Community farms are an outgrowth of a ‘return to the earth’ movement in which people pay into a farm for a portion of the year’s crop. In addition to the membership fee people agree to work the farm for an agreed upon number of hours. Green: Parks The light green indicates public parks at the state, county and local level. The most unique of such sites are the Minden State Game Area and the Petroglyphs. The Minden State Game Area contains a rare upland bog and is available to different groups to enjoy, such as tourists, researchers, preservationists, and hunters. Personal safety and private property issues should be identified and addressed on both the County and Township level, with increased 16 �Sanilac County General Development Plan 2004 - 2024 communication with the State so that the Game Area may be safely and effectively utilized by Sanilac residents and tourists alike. The Petroglyphs also present an extraordinary site for attracting tourism and should be considered, along with the other public parks, in the broad County context rather than just a Township site. Public attractions such as the Minden State Game Area and the Petroglyphs should be examined and promoted along with other tourist and recreational attractions that are concentrated along the Lake Huron Shoreline. Features of Land Use Recommendations Open Space Corridor System A major feature of the recommended land use map is the Open Space Corridors System, which is outlined in green on the map. While these corridors strictly follow interior water features such as rivers, creeks, and lakes in the provided maps they could and would most likely also include land that is sensitive in nature such as wetlands, floodplains, and forests. The Corridors would assist in linking the Townships, Villages, and Cities throughout Sanilac County together and could connect natural areas such as parks and historic areas. In addition the Open Space Corridors would serve several related purposes. These include:  Providing access to inland water features for public recreational uses such as fishing and hunting.  Providing habitat connections for fish and wildlife.  Protecting rivers, lakes, and forested areas from further development and environmental degradation such as pollution from runoff and erosion. The most appropriate level at which to plan for such a system of greenways is at the county rather than the township, city, or village level because it ensures a measure of consistency and coordination that could not be provided for at the local level. Planning for greenways at the county ensures the integrity of such a system and defends the corridors from being implemented in a checkerboard fashion, which would render them as much less effective and valuable for the people of Sanilac County. The basis for such a system of greenways comes from two sources. The first is the 1974 Sanilac County Community Facilities Plan. While the words ‘greenways’ or ‘open space corridors’ are not specifically included in the report, the document does say that, “because of the absence of inland water bodies it is advisable that the county preserve the available inland water areas for recreation.” A system of greenways outlining the rivers in the county would be one way to accomplish this goal. 17 �Sanilac County General Development Plan 2004 - 2024 The second comes from St. Clair County, located immediately south of Sanilac County. In their recently completed master plan (Spring 2000) St. Clair County includes a system of open space corridors, environmental areas, and trails. A majority of this system follows rivers and creeks within St. Clair. A system of such Open Space Corridors in Sanilac would provide an attractive natural connection not only for various parts of the County itself, but with its sister county to the South as well. Additionally, in the land use map, the Lake Huron shoreline is marked with black dashes. These dashes indicate zones that are documented in the 1987 Sanilac County Environmental Features Report as areas that are at high risk for erosion. The report recommends that extreme local communities, in accordance with the Shoreline Protection and Management Act of 1970, enact special zoning regulations or other types of land use control and restrict development in these areas. Recommended setback and minimum setback distances are included in the Environmental Features Report. Mass Transit System The land use map also envisions a limited transit system indicated by the solid black line running from the city of Sandusky along M-46 to M-25 and then running north and south to tourist destinations along the Lake Huron Shoreline. Additionally, there are provisions for transit to run around to population centers such as Croswell and Applegate. Possible inter-connection transit lines could also be extended along M-46 to Tuscola County, M-25 to both Huron and St. Clair Counties, and M-53 to Huron and Lapeer Counties. A transit line of this nature would be primarily for tourists who fly into the airport at Sandusky and would allow them to then access tourist destinations without necessitating the use of a personal automobile. Such a limited service could easily be funded and operated by businesses heavily reliant on tourism in the county such as the airport, hotels, golf courses, and restaurants and would require a very short start up period. In addition, the map features a dashed black line that indicates a possible transit extension that would link the City of Marlette to the proposed transit route. Recommended Land Use Map for Sanilac County This plan will help preserve Sanilac County’s small-town and rural character and higher quality of life, while encouraging the preservation of the County’s farmland and open spaces. The Recommended Land Use Map concentrates future development along the Lake Huron shoreline and in existing cities and villages. Proposed development would be more commercial and residential in nature and would specifically be orientated toward preserving 18 �Sanilac County General Development Plan 2004 - 2024 the rural and small town quality of life while expanding tourism and recreational opportunities based around Forestville, Port Sanilac, and Lexington, which are established tourist and recreation nodes. The Land Use Map acknowledges the fact that people are attracted to bodies of water such as Lake Huron, and the shoreline presents an opportunity to draw commercial and residential development while preserving the interior of the county as farmland. Suggested strategies to encourage the preservation of the County’s small-town and rural character and higher quality of life include:  Encouraging retail/commercial development along the west side of M-25.  Encouraging low-density residential development along the east side of M-25 shoreline and developing strategies that preserve access to Lake Huron where possible.  Encouraging height restrictions for new residential construction in order to preserve a view of Lake Huron as much as possible.  Developing a variety of residential districts by desired density west of M-25 and defining at which point Agricultural Districts would begin west of the residential districts.  Enhancing “Main Street” programs in existing villages and cities. The Recommended Land Use Map encourages development along the shoreline to expand tourist opportunities in Sanilac County. This plan recognizes that tourism is a lucrative industry for the County because a majority of dollars spent by tourist and recreation are imported dollars, which is to say that they are earned elsewhere and then spent in the County where they then create jobs and other opportunities for Sanilac County residents. For tourism and recreation to realize their full economic potential in Sanilac County, it is recommended that the various sectors of this industry begin working together. Service providers such as airports, hotels, bed and breakfasts, theater, and golf courses, among others should share information and resources, and utilize tools and incentives to attract more visitors to tourist and recreation sites throughout the County. This process is also likely to encourage growth by attracting new residents. The Recommended Land Use Map also provides for growth around the municipalities of Brown City, Croswell, Deckerville, Marlette and Sandusky. In addition to residential and “Main Street” themed commercial development, the growth around these cities would include industrial development because they possess the necessary infrastructure such as airports, roads, rail lines, utility and sewer and water service. Future industrial development should be concentrated around these municipalities to minimize infrastructure and associated costs of such growth. The County could use its capacity to assist municipalities in accessing redevelopment and Brownfield programs, inventory available land in proximity to 19 �Sanilac County General Development Plan 2004 - 2024 established cities and villages, and assist in the recruiting and locating of potential businesses in Sanilac County. The area around the City of Croswell is particularly favorable for development and has been emphasized for several reasons:  “Renaissance Zone” development status.  Its close proximity to Metro-Detroit   The presence of infrastructure assets such as roads, electricity, and sewer and water. It’s growing population and status as an employment node within Sanilac County. This Plan recommends that the majority of the county would be preserved as agriculture to limit sprawl, concentrate development in municipalities with existing infrastructure, provide businesses with a concentrated labor pool, and maintain the rural character and lifestyle for the majority of Sanilac County. It is not anticipated that zoning and planning will eliminate development of agricultural land for other uses. However, to preserve farmland and open space it is recommended that local townships:  Implement a Clustering Ordinance and take a proactive stance to preserve farmland and open space by providing density bonuses to prospective developers and encouraging cluster development in agricultural and lower density residential areas.  Create a number of agriculture district categories in official zoning and land use maps to create more separation between agricultural and residential lands. Discourage Concentrated Animal Feeding Operations (CAFO) unless they are allowed in an agricultural zoning classification that is different from general agriculture.   All townships should consider ag/industrial districts and develop zoning ordinances to address their needs.  Work with prospective developers and existing technical resources so that all existing agricultural development tools can be utilized to preserve farmland and open space including, but not limited to, P.A. 116, P.A. 237, Property Development Rights (PDR) and Transfer of Development Rights (TDR).  Encourage business opportunities that can support economics of farming.  Discourage new residential construction in agriculture areas but allowing for current homes to be sold off. It is also recommended that the County explore federal and state level programs designed for farm preservation, assist willing farmers and interested townships in accessing these 20 �Sanilac County General Development Plan 2004 - 2024 programs, and collect soil and other data to locate the most productive and appropriate agricultural land to protect from future development. General Development Plan Recommendations Land Use Planning and Land Use Change. A) Sanilac County will work to provide all county municipalities with tools and strategies for managing growth where desired by local municipal governments. This shall include making recommendations to local governments, if requested, as a part of their general development planning process at the local municipal level. Recommendations include Sanilac County: 1) Encouraging new development of industry, but recommending that it be confined to areas that are previously fit with utilities including water, sewer, and electrical, and roadways. 2) Encouraging county residents and municipalities to preserve or maintain farmland in the agricultural industry. This can be achieved in a number of different ways including, but not limited to: a) Planning future residential development sites in areas that are fit with infrastructure such as water, gas, electrical, and sewer. b) Plan future residential development so that it can maximize development opportunities while limiting the overall impact on open space. This can be done by creating “Cul-de-sac” or cluster development. c) Promoting educational workshops on the impacts of urban sprawl and the overdevelopment of open farmland resources, and economical methods for preserving farmland without losing a profit in the agricultural industry. d) Encouraging farmers and landowners to consider putting their land into P.A. 260, which will fix property taxes on agricultural land. This will allow farmers and landowners the opportunity to continue to work the land at a tax rate that cannot increase more then 5% or the rate of inflation, while continuing to work for profit. e) Encouraging farmers and landowners to consider entering their land into P.A. 262, this is also known as the State of Michigan farmland preservation fund. This fund has been created to enable counties and municipalities to purchase the development rights from farmers and landowners in order to ensure that a tract of land will remain free from development and in the agricultural sector. The decision to participate in P.A. 116, P.A. 260 or P.A. 262 is for the landowner to make. f) Promoting public educational sessions to teach the importance of land use policies and to answer any questions that the public may have concerning state programs to preserve farmland and open space. 21 �Sanilac County General Development Plan 2004 - 2024 g) Passing enabling legislation allowing municipalities to participate in state-legislated open space and farmland preservation programs. B) Sanilac County to help facilitate communication among municipalities and provide assistance for future municipal land use planning decisions. Recommendations include Sanilac County: 1) Creating a full or part-time planning position at the county level to provide qualified planning support and assistance to all municipalities in Sanilac County upon request. 2) Collecting all county land use and zoning information to be up-loaded into Geographical Information Systems (GIS) to provide information and mapping assistance to all municipalities to aid in future land use and development decisions. Sanilac County has purchased GIS software and is currently using the program for Emergency Services. Many people, businesses and other county departments could benefit by expanding the program into a county-wide GIS system. The formation of a GIS committee is recommended, with representation from relevant county departments, to develop policies to compile information on current data, equipment, training, personnel, housing sites and other resources already in-house, and to share current information, databases or to communicate these information assets. C) Encourage cooperation among governmental units and opportunities for dialogue with governmental units on the impacts of assessing, planning, and zoning for future land use at the boundaries of two or more municipal governmental units. Recommendations include Sanilac County: 1) Creating a systematic checklist outlining a process that could be used when assessing, planning, zoning, and developing along municipal governmental boundaries. 2) Facilitating a series of governmental forums on the possibility of creating a development impact assessment. The decision to impose an impact assessment would be the decision of each individual municipal government. Municipalities are strongly encouraged to weigh the cost and benefits of proposed development projects to ensure that the costs of adverse impacts are not unknowingly paid by local taxpayers. 3) Creating countywide development guidelines for municipal border development. D) Sanilac County to promote compliance with the Michigan Medical Marihuana Act in a manner that protects the needs of qualifying patients and primary caregivers but prevents illegal commercial operations from establishing themselves in county. 1) Serve as an information clearinghouse for sample ordinance and reports that local communities can use in drafting local regulations to prevent illegal activities 2) Encourage the County Prosecutor and Sheriff to work with local communities in developing a consistent interpretation of the Medical Marihuana Act that reflects any ongoing changes in the law’s provisions and court decisions. (Updated September 2011) 22 �Sanilac County General Development Plan 2004 - 2024 E) Sanilac County to promote responsible development of the wind and other alternative energy resource of the county 1) Serve as an information clearinghouse for sample ordinance and reports that local communities can use in drafting local regulations to permit development of wind and other alternative energy facilities in a responsible manner 2) Review locally adopted ordinances related to wind and other alternative energy in order to encourage the maximum level of consistency between local regulations; particularly those dealing with large facilities that may spread over multiple jurisdictions. (Updated September 2011) Preserving Environmental Quality A) Sanilac County to promote alternative uses to waste disposal methods, and encourage the use of a wide range of recycling methods and operations. Recommendations include Sanilac County: 1) Creating countywide development guidelines for municipal border development. 2) Facilitating education of residents on the importance of recycling and provide directions to the nearest recycling facility upon request from the county residents. 3) Educating and encouraging residents on the proper way to safely recycle or dispose of waste automobile, tractor, or machinery oil, so that oil cannot create harmful impacts to the environment as a result of carelessness. 4) Encouraging residents to reduce the amount of trash that they are sending to the landfill by way of recycling, and encouraging educational seminars to inform the public about the expected life of landfills, and how to increase the expected life of current landfills through best management practices of waste reduction. 5) Promoting and facilitating education of ISO 14001 standards for industry, business, schools, hospitals, and government units regarding end-use, package reduction, and scrap reduction. B) Manage natural resources to maintain good air, land, and water quality in Sanilac County. Recommendations include Sanilac County: 1) Facilitating development and implementation of watershed protection plans including erosion controls, and storm water run-off abatement plans. 2) Working to eliminate or reduce all possible identifiable sources of pollution. This includes promoting education and implementation of environmentally friendly nutrient and pesticide practices. 3) Researching the possibility of providing a special disposal center for household hazardous wastes, such as cleaners and other bio-wastes. 23 �Sanilac County General Development Plan 2004 - 2024 4) Encouraging inspections and enforcement to address negative environmental impacts created by septic system failures and storm water run-off problems including cities, villages, and agriculture. It is recommended that each municipality also create a storm water abatement plan to act as a reference guide along with the county for future land use development decisions. C) Sanilac County Board of Commissioners to review and update on a regular basis, the Sanilac County Solid Waste Plan. Recommendations for the Economy. A) Sanilac County to support and promote initiatives that strengthen the county’s economy. Recommendations include Sanilac County: 1) Expanding and promoting all possible tourism opportunities. This may include, but is not limited to: a) Development of a farm park and other agriculturally related sites. b) Encouragement of cooperation between local Chambers of Commerce to promote local and countywide tourism. c) Sanilac County offers 36 miles of Lake Huron shoreline to attract an array of outdoor water activities such as fishing, and fishing charters, boating, and camping. Currently there are 238 acres of recreational land within the county that could be expanded to increase the possibilities of expanding tourism. 2) Promoting other tourist activities within the county that could include hunting, camping and hiking, golfing, use of state and local parks, agricultural fairs, entertainment, events pertaining to agriculture or other county resources, dining and activities that encourage overnight stays. The goal for these activities is to create jobs generating revenue for local communities and Sanilac County by increasing the base of tourists visiting the county. 3) Encouraging the creation of local historic museums within its municipalities, and enhancing the countywide agricultural and countywide historical museums. B) Sanilac County will develop and implement a plan to identify, attract, and retain businesses that pay higher "living standard" wages. Recommendations include Sanilac County: 1) Working with its residents to promote a positive and inviting image of Sanilac County. 2) Promoting research of the possibility of bringing secondary education and vocational training opportunities to the county. 3) Maintaining and expanding existing air transportation infrastructure to attract private business market for possible activities that will attract and promote local public business expansion. 24 �Sanilac County General Development Plan 2004 - 2024 4) Working with the Sanilac County Economic Development Corporation (EDC) to research business and economic opportunities as recommended in the Sanilac County Target Industry Report (February 2001 Policom Corporation). 5) Support the promotion and coordination between schools and businesses to ensure that workforce training is provided that meets the needs of existing and emerging businesses. 6) Support the promotion and coordination of investment by business, schools and government to promote green businesses including forestry products and alternative energy. 7) Encourage responsible expansion of the electric distribution grid and upgrade it to a “smart grid” to accommodate wind energy farms, recognizing first, responsible placement in the agricultural areas. C) Sanilac County to support the business community to help improve overall availability and quality of goods and services in the county. Recommendations include Sanilac County EDC: 1) Promoting education of the business community as far as workforce development programs. 2) Encouraging the use of existing economic incentives to attract new business. 3) Developing support programs for small businesses and local municipalities to promote development of new businesses. D) Sanilac County to help strengthen the viability of the agricultural sector. Recommendations include Sanilac County: 1) Encouraging education and the development of new concepts, tools, and funding for farmland and open space preservation. 2) Supporting State and Federal legislation to protect farms that are smaller than 400 acres in size. 3) Promoting a purchase of development rights or transfer of development rights program and encouraging application for funding from the State and possibly non-profit land trust organizations to support such programs. 4) Working to support new business within the county that will benefit the agricultural industry. 5) Other activities to consider include: a) Utilizing the local landfill for energy by converting methane gas from the landfill into electricity to be sold for profit to the local utility provider. b) Encouraging farmers and landowners to consider putting their land into P.A. 260 that would re-cap property taxes on agricultural land. This would allow farmers and landowners the opportunity to continue to work the land at a tax rate that cannot increase more then 5% or the rate of inflation, while continuing to work for profit. 25 �Sanilac County General Development Plan E) F) G) H) I) J) 2004 - 2024 c) Encouraging farmers and landowners to consider entering their land in P.A. 262, also known as the State of Michigan farmland preservation fund. This fund has been created to enable counties and municipalities to purchase the development rights from farmers and landowners in order to ensure that a tract of land will remain free from development and in the agricultural sector. Sanilac County to help to preserve the rural and small town character of municipalities that give Sanilac County its unique rural character and appeal. Recommendations include Sanilac County: 1) Promoting the use of programs and tools to maintain the rural county character and appearance. This can include the creation of a fund to support “Main Street” theme development within the county municipalities. This would include an old main street look, and an emphasis on historical restoration and preservation. 2) Encouraging streetscape and infrastructure improvements that enhance the small town rural character. 3) Researching the possibility of joining the Rural Development Council of Michigan, or forming a rural partnership with other rural counties across Michigan. 4) Encouraging support of small town programs through a countywide Chamber of Commerce. 5) Investigating housing development as an economic development tool. Sanilac County to encourage increasing the capacity of M-53 to meet increased traffic demands for people traveling within Sanilac County. Sanilac County to consider support of new rail development in areas that might be helpful to new industry. Sanilac County to encourage development or expansion of water and sewer capacity in and around existing facilities and municipalities when current capacity can no longer meet population and industry demands. 1) Encourage responsible expansion of the electric distribution grid and upgrade it to a “smart grid” to accommodate wind energy farms, recognizing first, responsible placement in the agricultural areas. Sanilac County to encourage the expansion of current industrial parks in and around existing municipalities to attract new industry to the county. This can also include expanding utilities and rail if needed for new industry. Sanilac County supports the development of sign regulations that promote the use of digital signs in a manner that address the potential safety, nuisance and aesthetic problems associated with their use. (Updated September 2011) 26 �Sanilac County General Development Plan 2004 - 2024 Recommendations for Public Facilities/Services. A) Sanilac County to expand educational and training opportunities for residents in the county to meet current and anticipated future needs. Recommendations include Sanilac County: 1) Promoting a post-secondary education program to provide daytime classes and to include technological training. This could include attracting a community college to Sanilac County. 2) Implementing an alternative education at the secondary level including technical training and adult education. 3) Supporting education of new technological advances to the residents of Sanilac County. 4) Promoting access to high speed or cable Internet capabilities to all educational centers throughout Sanilac County. B) Sanilac County along with municipalities to prepare and update regularly a plan for maintaining and expanding county and municipal facilities to meet population demands as required. Recommendations include Sanilac County Board of Commissioners: 1) Encouraging the Building Committee to develop a comprehensive maintenance and enhancement program for County buildings, facilities, and use functions. Building Committee recommendations to be reviewed by the County Planning Commission before being submitted to the Board of Commissioners for consideration. C) Sanilac County to prepare, update on a regular basis and keep on file with the State of Michigan a Five –Year County Parks Recreational Plan, that is developed with the input received at public meetings, outlining goals and strategies for increasing recreational, camping and hiking opportunities for residents and attracting tourism trade opportunities in the county. Recommendations include Sanilac County: 1) Pursuing the continued development and expansion of the county’s park system to provide for additional camping, hiking and day use opportunities along with associated programs and enhancements allowing access to, and protection of the County’s natural resources. 2) Supporting the development of Delaware Park into a campground facility that maintains public access for day use operations for non-campers. 3) Supporting the Sanilac County Parks Commission in exploring other enhancements to the county’s park system including, but not limited to a travel / nature center, fishing dock or peer combined with a marina or Harbor of Refuge, or acquisition of added land for camping, hiking or winter recreational opportunities. 4) Supporting the Sanilac County Parks Commission in seeking funding through a Parks Millage Ballot Proposal and other federal, state and private funding sources for park development projects. 27 �Sanilac County General Development Plan 2004 - 2024 5) Encouraging the Sanilac County Parks Commission to conduct a park user survey at least once every five years and include survey results, comments or suggestions within County’s Five-Year Parks Recreational Plan. 6) Expanding public access to Lake Huron by preserving public ownership and improving existing parks and public access sites. 7) Promoting and supporting coordination of joint recreational facility opportunities, festivals, agricultural fairs and other entertainment events with agencies like local Chambers of Commerce and the Sanilac County Economic Development Corporation. 8) Promoting water safety education programs in partnership with lakeshore municipalities. D) Sanilac County to maintain and expand countywide emergency service systems including but not limited to: 1) Supporting a full time emergency management coordinator position at the county level. 2) Supporting a program for the training and retaining of emergency service personnel. 3) Supporting the public education of unified emergency services. 4) Identifying and obtaining the proper funding for emergency service equipment to be updated, maintained at a high level, and routinely enhanced to meet the needs of the county, particularly the communication equipment. E) Sanilac County to research the possibility of expanding medical services and facilities to meet the needs of families, especially children, elderly, and disabled residents of the County. This could include, but is not limited to: 1) Supporting the development of Air-Med, and Helipad facilities for emergency medical purposes. 2) Supporting the Thumb Area Health Needs Assessment and their recommendations. 3) Promoting the development of assisted living and additional senior housing. 4) Supporting the efforts of the medical community to provide respite care for family caregivers. 5) Promoting of the recruitment and retention of healthcare professionals. 6) Supporting the discount prescription program for the residents of Sanilac County. F) Sanilac County supports the development of the proposed fiber optic connection through collaboration under the American Reinvestment and Recovery Act (ARRA), providing collaborative purchasing of network devices and services such as servers, backup devices, firewalls, content filters, telephone systems, Internet bandwidth and shared student and financial management packages. It will also make other capabilities such as distance learning through high definition video conferencing units possible. (Updated September 2011) 28 �Sanilac County General Development Plan 2004 - 2024 Recommendations for Transportation. A) Sanilac County to support improving the conditions of the major roads throughout the county including: 1) Sanilac County to work to improve intra-county roads and trunk lines to connect all existing commercial centers and to continue repair, maintain and upgrade the county primary road network. Recommendations include the Sanilac County Road Commission: a) Annually reviewing and updating the primary road maintenance, repair, and upgrade plan. Good engineering practices dictate the development of a plan that focuses on providing a balance between road durability, total cost, and miles maintained. b) Communicating and educating all communities on the primary road plan. c) Developing a road improvement strategy with the goal of attaining all-season (Class A) status for all county primary roads. d) Communicating with neighboring counties and State agencies on general plans and projects that border Sanilac County. 2) Encourage municipalities to include best practices as it relates to Road Access Management. a) When determining zoning, setback regulations and future developments, Access Management should be a priority. b) Inventory driveways and traffic crashes along commercial corridors. The Michigan State Police and the Michigan Department of Transportation have access to traffic crash data and may be able to assist with compiling information. c) Identify priority corridors. During planning stages, the municipality should identify corridors that have access issues or potential access issues. Areas planned for future development should be a priority. 3) Sanilac County to improve the public transit service for county residents with no other means of transportation including: a) Increasing the promotion of services already available. b) Supporting investigation of a charter service option to support tourism goals with existing transit infrastructure. c) Supporting education of public transportation consumers on sharing services with a diverse community. d) Supporting possible coordination of transit schedule to run during work commute hours to save costs. e) Supporting investigation of car pool facilities and other transportation demand programs with transportation specialists with the East Central Michigan Planning and Development Region. 4) Support improving and coordinating shuttle services with adjacent counties to include: 29 �Sanilac County General Development Plan 2004 - 2024 a) Investigate possible multi-county partnership. b) Investigating a charter service with direct destinations to adjacent counties if demanded. Airport Plan Summary Currently, Marlette Twp. Airport has a master land use plan. This plan includes zoning recommendations from the Michigan Department of Transportation’s (MDOT) Bureau of Aeronautics: Airport Division, for the health and safety of all pilots, passengers, and residents living within a certain distance from the airport. Because the Sanilac County Planning Commission has opted to plan for updates at Marlette Township Airport and the Sandusky City Airport, this plan will be added to the Sanilac County General Development Plan (SCGDP) as a reference for updates to any or all airport structures at these airports, and for future development that may occur near and around these airports. Plans that are currently within the Sanilac General Development Plan for Marlette Township and Sandusky City Airports include, but are not limited to, as stated in the SCGDP:  To improve the capacity and services of the existing airports to serve the growing needs of Sanilac County residents and businesses.  To support the expansion of facilities and runways and the acquisition of required technology to increase the capacity and services of the three existing airports in Sanilac County.  Supporting the lengthening of all runways an additional 4,000-5,000 feet and acquiring GPS technology at Sandusky City Airport to allow for the expansion of commercial and private air traffic.  To support the expansion of all runways to 7,000 feet to overcome use barriers at the Marlette Township Airport.  Work toward an international license at Marlette Township and Sandusky City Airports.  To support educating the communities of Sanilac County on the positive economic impacts of a successful airport on a region.  To support establishing compatible land use for an airport zone.  To use the services of the Sanilac County Economic Development organization to survey business leaders on their air/cargo needs. A determination of demand is critical in supporting funding requests for airport expansions/improvements. Appendix C includes a land use and specification map for the Marlette Township Airport along with the MDOT recommendations for development in the airport zone. Also included are maps of the Sandusky City Airport and Arnold Field with specifications for each airport. (Arnold 30 �Sanilac County General Development Plan 2004 - 2024 Field is located in Lexington Township and is privately owned. Not enough data is available to make recommendations on future use for Arnold Field). 31 �Sanilac County General Development Plan 2004 - 2024 Appendices - Maps and Data Tables Appendix A) Data Tables: 1. Household Income (1999). U.S. Census 2. Sanilac County Industry (1999). U.S. Census 3. Sanilac County Occupations (1999). U.S Census 4. Population Growth from 1960-2000 Appendix B) Maps: 1. Sanilac County: Recommended Land Use Map 2. Sanilac County: Bedrock Geology 3. Sanilac County: Soils with Severe Limitations for Basements 4. Sanilac County: Hydric Soils 5. Sanilac County: Soils with Severe Limitations to Commercial Development 6. Sanilac County: Public Facilities 7. Sanilac County: Quaternary Geology 8. Sanilac County: Soil with Severe Limitation for On-site Septic Systems 9. Sanilac County: Topography 10. Sanilac County: Prime Farmland Soils 11. Sanilac County: Land Cover Circa 1800 12. Sanilac County: Woodlots Circa 1978 13. Sanilac County: Transportation 14. Sanilac County: Wetlands 15. Sanilac County: Watersheds (Hydrography) Appendix C) Sandusky City Airport Improvement Data Appendix D) Models for Threshold Standards and Impact Assessment for All Site Plans and Site Plan Reviews Appendix E) Excerpts from “Chasing the Past or Investing in the Future 32 �Sanilac County General Development Plan 2004 - 2024 Appendix F) Sanilac County Census Data 1. 2009 American Community Survey date for Sanilac County 2. 2010 Decennial Census data for Sanilac County and component Municipalities (Updated September 2011) R:\sdsk\Proj\01c0226\Final Plan\Sanilac County Final Plan.doc 33 �Appendix A: Census Data for Sanilac County �Less than $10,000 Cities & Villages Applegate % $10,000 to $14,999 % $15,000 to $24,999 % $25,000 to $34,999 % $35,000 to $49,999 % $50,000 to $74,999 % Houshold Income - 1999 $75,000 to $100,000 to $99,999 % $149,999 Median Income % $150,000 to $199,999 % $200,000 or more % 1990 2000 6 50 5.9 13 12.7 14 13.7 20 19.6 24 23.5 19 18.6 5 4.9 1 1.0 0 0.0 0 0.0 32188 Brown City 9.7 38 7.4 68 13.2 115 22.4 95 18.5 92 17.9 36 7.0 17 3.3 1 0.2 2 0.4 33906 Carsonville 21 10.3 24 11.8 53 26.1 16 7.9 41 20.2 41 20.2 2 1.0 2 1.0 3 1.5 0 0.0 25795 123 13.7 97 10.8 158 17.6 122 13.6 177 19.7 174 19.3 31 3.4 16 1.8 0 0.0 2 0.2 30379 Deckerville 50 13.9 31 8.6 74 20.5 51 14.1 53 14.7 59 16.3 18 5.0 17 4.7 2 0.6 6 1.7 30083 Forestville 8 14.8 7 13.0 7 13.0 2 3.7 6 11.1 16 29.6 6 11.1 2 3.7 0 0.0 0 0.0 45625 Lexington 58 10.9 50 9.4 90 16.9 102 19.1 92 17.3 75 14.1 42 7.9 17 3.2 0 0.0 7 1.3 30792 Marlette 77 9.9 79 10.2 154 19.8 122 15.7 147 18.9 117 15.1 43 5.5 31 4.0 0 0.0 6 0.8 30938 Melvin 7 12.1 5 8.6 11 19.0 20 34.5 3 5.2 9 15.5 2 3.4 1 1.7 0 0.0 0 0.0 28333 Minden 10 10.4 19 19.8 20 20.8 13 13.5 13 13.5 13 13.5 4 4.2 4 4.2 0 0.0 0 0.0 24375 Peck 25 10.5 21 8.9 60 25.3 31 13.1 44 18.6 35 14.8 16 6.8 5 2.1 0 0.0 0 0.0 29063 Port Sanilac 28 9.2 42 13.8 61 20.1 50 16.4 57 18.8 36 11.8 13 4.3 11 3.6 4 1.3 2 0.7 28409 157 14.5 125 11.5 162 14.9 114 10.5 212 19.6 202 18.6 74 6.8 17 1.6 9 0.8 12 1.1 33667 Argyle 21 7.7 19 7.0 37 13.7 57 21.0 38 14.0 59 21.8 18 6.6 15 5.5 6 2.2 1 0.4 35341 Austin 25 9.9 10 4.0 40 15.8 51 20.2 40 15.8 64 25.3 11 4.3 9 3.6 3 1.2 0 0.0 35139 Buel 41 8.9 22 4.8 55 12.0 69 15.0 102 22.2 96 20.9 52 11.3 18 3.9 2 0.4 3 0.7 39828 Custer 34 8.9 28 7.3 64 16.8 65 17.0 79 20.7 71 18.6 36 9.4 3 0.8 0 0.0 2 0.5 35000 Deleware 31 10.0 27 8.7 55 17.7 43 13.8 67 21.5 67 21.5 15 4.8 0 0.0 4 1.3 2 0.6 35568 Elk 21 6.4 20 6.1 32 9.7 34 10.3 84 25.5 89 27.0 33 10.0 11 3.3 2 0.6 4 1.2 38550 Elmer 14 5.2 9 3.4 43 16.0 42 15.7 70 26.1 61 22.8 23 8.6 4 1.5 2 0.7 0 0.0 41563 Evergreen 14 4.0 26 7.4 56 16.0 66 18.9 72 20.6 69 19.8 28 8.0 15 4.3 1 0.3 2 0.6 36202 Flynn 38 11.5 22 6.6 44 13.3 35 10.6 68 20.5 89 26.9 24 7.3 5 1.5 4 1.2 2 0.6 40850 Forester 49 9.9 32 6.5 129 26.2 47 9.5 84 17.0 93 18.9 29 5.9 20 4.1 3 0.6 7 1.4 32614 Fremont 15 4.9 19 6.2 41 13.4 46 15.0 67 21.8 74 24.1 32 10.4 13 4.2 0 0.0 0 0.0 44250 Greenleaf 20 7.2 17 6.1 51 18.3 53 19.1 49 17.6 56 20.1 24 8.6 8 2.9 0 0.0 0 0.0 34643 Lamotte 42 11.6 21 5.8 46 12.7 41 11.3 73 20.1 81 22.3 38 10.5 17 47.0 0 0.0 4 1.1 42614 Lexington 29 2.8 61 6.0 136 13.3 163 15.9 211 20.6 191 18.7 157 15.3 55 5.4 3 0.3 17 1.7 39241 Maple Valley 37 9.6 21 5.5 46 11.9 65 16.9 66 17.1 77 20.0 39 10.1 27 7.0 7 1.8 0 0.0 41058 Marion 17 5.4 22 7.0 50 15.8 45 14.2 74 23.4 70 22.2 15 4.7 12 3.8 8 2.5 3 0.9 34803 Marlette 35 4.9 68 9.5 75 10.5 85 11.9 137 19.2 180 25.2 85 11.9 35 4.9 2 0.3 12 1.7 44907 Minden 15 10.9 8 5.8 25 18.1 25 18.1 22 15.9 22 15.9 15 10.9 4 2.9 2 1.4 0 0.0 30227 Moore 43 9.7 36 8.1 49 11.0 56 12.6 93 20.9 90 20.3 56 12.6 10 2.3 1 0.2 10 2.3 39792 Sanilac 76 9.0 48 5.7 145 17.1 83 9.8 202 23.8 199 23.5 68 8.0 13 1.5 0 0.0 3 0.4 37180 Speaker 27 6.1 19 4.3 66 15.0 66 15.0 63 14.3 125 28.3 52 11.8 9 2.0 10 2.3 4 0.9 Watertown 36 7.1 22 4.3 81 16.0 77 15.2 109 21.5 97 19.2 49 9.7 30 5.9 0 0.0 5 1.0 40000 Wheatland 7 4.0 13 7.3 18 10.2 57 32.2 30 16.9 33 18.6 9 5.1 8 4.5 2 1.1 0 0.0 33750 198 1535 11.6 9.1 71 1264 4.3 7.5 273 2715 16.5 16.1 206 2456 12.4 14.5 392 3410 23.7 20.2 287 3326 17.3 19.7 148 1388 8.9 8.2 60 572 3.6 3.4 21 106 1.3 0.6 6 130 0.4 0.8 37129 36870 1417 1392 4424 1398 9.7 4.5 7.1 6.5 1224 1332 3413 1318 8.4 4.3 5.5 6.1 2275 3138 7398 3207 15.6 10.2 11.9 14.9 2305 3411 7183 3151 15.8 11.1 11.6 14.7 2830 5381 11035 4233 19.4 17.5 17.7 19.7 2740 7345 13995 4655 18.8 23.9 22.5 21.6 1065 4518 7882 2062 7.3 14.7 12.7 9.6 473 3225 4988 1204 3.2 10.5 8.0 5.6 137 635 909 153 0.9 2.1 1.5 0.7 116 402 961 127 0.8 1.3 1.5 0.6 35315 51717 46313 40174 313905 8.3 219133 5.8 469100 12.4 470419 12.4 624326 16.5 778755 20.6 432681 11.4 324966 8.6 79291 2.1 76204 2.0 44667 Croswell Sandusky Townships Bridgehampton 32604 Washington Worth Sanilac County Huron County Lapeer County St. Clair County Tuscola County State of Michigan 41250 Change % Change �Industry Construction Cities & Villages Applegate % Manuf. % Wholesale trade % Retail trade % Transp., wearehousing & utilities % Information % Finance, insurance, real estate & rental & leasing % Profess., scientific, mgt., admin, & waste mgt. % educational, health & soc. Services % Arts, ent., rec, accommodation & food svc. % Other svc (except public admin) % Public admin. % 6 5.5 48 44.0 4 3.7 15 13.8 8 7.3 0 0.0 4 3.7 4 3.7 7 6.4 7 6.4 2 1.8 4 3.7 Brown City 60 10.3 178 30.6 9 1.5 65 11.2 12 2.1 3 0.5 22 3.8 24 4.1 110 18.9 49 8.4 32 5.5 3 0.5 Carsonville 23 10.4 71 32.1 8 3.6 19 8.6 13 5.9 3 1.4 6 2.7 7 3.2 36 16.3 2 0.9 12 5.4 11 5.0 Croswell 76 7.2 364 34.6 16 1.5 156 14.8 30 2.9 23 2.2 37 3.5 58 5.5 167 15.9 52 4.9 50 4.8 15 1.4 Deckerville 16 3.6 134 30.4 8 1.8 55 12.5 14 3.2 8 1.8 4 0.9 17 3.9 113 25.6 19 4.3 27 6.1 13 2.9 Forestville 5 8.9 27 48.2 0 0.0 0 0.0 9 16.1 0 0.0 4 7.1 0 0.0 9 16.1 2 3.6 0 0.0 0 0.0 Lexington 27 6.0 127 28.2 12 2.7 45 10.0 13 2.9 4 0.9 24 5.3 18 4.0 118 26.2 31 6.9 14 3.1 13 2.9 Marlette 53 6.0 279 31.7 11 1.3 106 12.0 39 4.4 0 0.0 16 1.8 34 3.9 167 19.0 36 4.1 78 8.9 27 3.1 Melvin 4 8.2 17 34.7 0 0.0 5 10.2 0 0.0 0 0.0 4 8.2 0 0.0 14 28.6 5 10.2 0 0.0 0 0.0 Minden 8 8.2 25 25.5 2 2.0 7 7.1 8 8.2 0 0.0 3 3.1 4 4.1 20 20.4 7 7.1 2 2.0 0 0.0 Peck 31 12.3 73 29.0 5 2.0 33 13.1 13 5.2 7 2.8 9 3.6 4 1.6 57 22.6 9 3.6 5 2.0 2 0.8 Port Sanilac 17 7.0 38 15.6 7 2.9 51 21.0 8 3.3 7 2.9 16 6.6 6 2.5 41 16.9 12 4.9 17 7.0 18 7.4 Sandusky 49 4.2 291 25.0 37 3.2 168 14.4 38 3.3 42 3.6 37 3.2 32 2.8 272 23.4 74 6.4 44 3.8 64 5.5 Townships Argyle 41 11.6 138 39.2 6 1.7 30 8.5 6 1.7 6 1.7 9 2.6 3 0.9 39 11.1 8 2.3 5 1.4 8 2.3 Austin 16 5.1 107 34.4 3 1.0 28 9.0 12 3.9 2 0.6 6 1.9 14 4.5 42 13.5 20 6.4 8 2.6 4 1.3 Buel 42 7.6 195 35.3 19 3.4 68 12.3 18 3.3 9 1.6 17 3.1 21 3.8 79 14.3 21 3.8 20 3.6 15 2.7 Custer 30 6.1 100 20.4 25 5.1 70 14.3 31 6.3 5 1.0 11 2.2 9 1.8 103 21.0 17 3.5 15 3.1 30 6.1 Deleware 40 11.7 80 23.5 2 0.6 19 5.6 21 6.2 0 0.0 17 5.0 13 3.8 43 12.6 3 0.9 15 4.4 5 1.5 Elk 33 8.0 136 32.8 12 2.9 57 13.7 13 3.1 4 1.0 7 1.7 14 3.4 71 17.1 16 3.9 5 1.2 5 1.2 Elmer 17 4.5 82 21.5 13 3.4 52 13.6 8 2.1 6 1.6 11 2.9 6 1.6 72 18.9 13 3.4 24 6.3 9 2.4 Evergreen 38 8.5 132 29.4 12 2.7 29 6.5 10 2.2 6 1.3 6 1.3 14 3.1 65 14.5 22 4.9 34 7.6 10 2.2 Flynn 31 7.2 115 26.6 8 1.8 48 11.1 13 3.0 4 0.9 10 2.3 15 3.5 76 17.6 6 1.4 28 6.5 5 1.2 Forester 57 12.9 80 18.1 11 2.5 54 12.2 11 2.5 5 1.1 11 2.5 16 3.6 84 19.0 35 7.9 21 4.8 21 4.8 Fremont 36 8.4 103 24.1 15 3.5 66 15.5 17 4.0 5 1.2 18 4.2 12 2.8 69 16.2 15 3.5 17 4.0 5 1.5 Greenleaf 30 9.1 109 33.1 8 2.4 21 6.4 17 5.2 4 1.2 4 1.2 8 2.4 61 18.5 24 7.3 4 1.2 2 0.6 Lamotte 37 8.2 101 22.4 17 3.8 42 9.3 18 4.0 0 0.0 8 1.8 13 2.9 72 16.0 30 6.7 24 5.3 13 2.9 119 9.3 293 22.8 54 4.2 135 10.5 49 3.8 17 1.3 94 7.3 53 4.1 282 21.9 43 3.3 45 3.5 53 4.1 Maple Valley 53 11.2 141 29.7 8 1.7 39 8.2 15 3.2 5 1.1 15 3.2 14 2.9 83 17.5 14 2.9 11 2.3 8 1.7 Marion 35 7.9 110 24.8 17 3.8 27 6.1 11 2.5 10 2.3 19 4.3 11 2.5 102 23.0 15 3.4 15 3.4 8 1.8 Marlette 90 9.4 210 22.0 28 2.9 121 12.7 26 2.7 2 0.2 24 2.5 19 2.0 169 17.7 29 3.0 80 8.4 22 2.3 Minden 22 11.6 42 22.1 13 6.8 7 3.7 6 3.2 6 3.2 6 3.2 2 1.1 23 12.1 7 3.7 8 4.2 7 3.7 Moore 68 11.6 145 24.8 16 2.7 79 13.5 21 3.6 8 1.4 18 3.1 18 3.1 78 13.3 32 5.5 25 4.3 19 3.2 Sanilac 100 11.9 198 23.5 23 2.7 115 13.7 32 3.8 12 1.4 34 4.0 55 6.5 139 16.5 51 6.1 39 4.6 44 5.2 Speaker 65 11.2 169 29.2 10 1.7 85 14.7 14 2.4 10 1.7 6 1.0 21 3.6 86 14.9 30 5.2 25 4.3 16 2.8 Watertown 60 8.9 138 20.4 11 1.6 75 11.1 25 3.7 11 1.6 39 5.8 26 3.8 158 23.4 31 4.6 28 4.1 36 5.3 Wheatland 14 6.5 50 23.0 4 1.8 24 11.1 6 2.8 0 0.0 7 3.2 6 2.8 38 17.5 11 5.1 9 4.1 13 6.0 133 8.5 419 26.9 10 0.6 283 18.2 50 3.2 19 1.2 71 4.6 41 2.6 277 17.8 102 6.6 55 3.5 55 3.5 1633 8.4 5283 27.1 480 2.5 2390 12.2 703 3.6 257 1.3 671 3.4 656 3.4 3475 17.8 918 4.7 896 4.6 616 3.2 Huron County 913 5.9 4372 28.1 321 2.1 1679 10.8 615 3.9 319 2.0 605 3.9 516 3.3 2922 18.8 852 5.5 697 4.5 537 3.4 Lapeer County 3767 9.2 12237 29.8 767 1.9 4486 10.9 1433 3.5 655 1.6 1499 3.7 2537 6.2 7209 17.6 2298 5.6 2259 5.5 1255 3.1 Bridgehampton Lexington Washington Worth Sanilac County St. Clair County 6517 8.4 21820 28.0 1792 2.3 9497 12.2 4260 5.5 1436 1.8 2982 3.8 4061 5.2 13516 17.3 5300 6.8 3428 4.4 2658 3.4 Tuscola County 1955 7.6 6802 26.3 703 2.7 3333 12.9 1047 4.1 378 1.5 1037 4.0 944 3.7 5254 20.3 1729 6.7 1063 4.1 789 3.1 278079 6.0 1045651 22.5 151656 3.3 550918 11.9 191799 4.1 98887 2.1 246633 5.3 371119 8.0 921395 19.9 351229 7.6 212868 4.6 167731 3.6 State of Michigan �Occupation Mgt., professional & related % Service % Industry Sales & office % Farming, fishing & forestry % Construction, extraction & maint. % Production, transportation & material moving % Ag, forestry, fish & hunting & mining % Cities & Villages Applegate 5 4.6 17 15.6 25 22.9 0 0.0 7 6.4 55 50.5 0 0.0 Brown City 127 21.9 104 17.9 114 19.6 6 1.0 88 15.1 142 24.4 14 2.4 Carsonville 35 15.8 30 13.6 45 20.4 3 1.4 37 16.7 71 32.1 10 4.5 Croswell 168 16.0 157 14.9 188 17.9 7 0.7 110 10.5 421 40.1 7 0.7 Deckerville 106 24.0 78 17.7 92 20.9 5 1.1 34 7.7 126 28.6 13 2.9 Forestville 16 28.6 3 5.4 8 14.3 0 0.0 5 8.9 24 42.9 0 0.0 Lexington 145 32.2 59 13.1 111 24.6 0 0.0 47 10.4 89 19.7 5 1.1 Marlette 193 21.9 149 16.9 174 19.8 21 2.4 76 8.6 267 30.3 34 3.9 Melvin 5 10.2 14 28.6 10 20.4 0 0.0 9 18.4 11 22.4 0 0.0 Minden 10 10.2 21 21.4 12 12.2 10 10.2 12 12.2 33 33.7 12 12.2 Peck 59 23.4 39 15.5 51 20.2 0 0.0 32 12.7 71 28.2 4 1.6 Port Sanilac 75 30.9 27 11.1 67 27.6 3 1.2 25 10.3 46 18.9 5 2.1 Sandusky 305 26.2 214 18.4 254 21.8 9 0.8 25 5.0 323 27.8 15 1.3 Argyle 72 20.5 38 10.8 61 17.3 10 2.8 44 12.5 127 36.1 53 15.1 Austin 62 19.9 41 13.2 65 20.9 15 4.8 28 9.0 100 32.2 49 15.8 Buel 109 19.7 79 14.3 103 18.7 2 0.4 68 12.3 191 34.6 28 5.1 Custer 136 27.8 57 11.6 88 18.0 9 1.8 59 12.0 141 28.8 44 9.0 Deleware 92 27.0 38 11.1 53 15.5 32 9.4 49 14.4 77 22.6 83 24.3 Elk 105 24.6 59 13.8 73 17.1 9 2.1 55 12.9 126 29.5 42 10.1 Elmer 115 30.2 45 11.8 73 19.2 9 2.4 49 12.9 90 23.6 68 17.8 Evergreen 118 26.3 52 11.6 79 17.6 14 3.1 56 12.5 130 29.0 71 15.8 Flynn 92 21.2 68 15.7 73 16.9 27 6.2 51 11.8 122 28.2 74 17.1 Forester 135 30.6 59 13.4 103 23.4 3 0.7 68 15.4 73 16.6 35 7.9 Fremont 102 23.9 59 13.8 94 22.0 13 3.0 51 11.9 108 25.3 49 11.5 Townships Bridgehampton Greenleaf 96 29.2 39 11.9 50 15.2 9 2.7 48 14.6 87 26.4 37 11.2 Lamotte 105 62 13.7 82 18.2 42 9.3 49 10.9 111 24.6 76 16.9 113 9.4 270 22.6 1 0.1 159 13.3 290 24.2 49 3.8 46 9.7 89 18.7 21 4.4 74 15.6 125 26.3 69 14.5 364 23.3 36400/1 197 Maple Valley 120 25.3 Marion 147 33.1 56 12.6 74 16.7 10 2.3 43 9.7 114 25.7 64 14.4 Marlette 272 28.5 120 12.6 183 19.2 37 3.9 117 12.3 224 23.5 133 14.0 Minden 47 24.7 19 10.0 47 24.7 9 4.7 34 17.9 34 17.9 41 21.6 Moore 138 23.6 83 14.2 141 24.1 7 1.2 80 13.7 136 23.2 58 9.9 Sanilac 228 24.9 109 11.9 203 22.1 29 3.2 115 12.5 233 25.4 75 8.9 Speaker 148 25.6 83 14.4 107 18.5 7 1.2 84 14.5 149 25.8 41 7.1 Watertown 202 29.9 98 14.5 155 22.9 7 1.0 76 11.2 138 20.4 38 5.6 Wheatland 61 28.1 40 18.4 34 15.7 4 1.8 31 14.3 47 21.7 35 16.1 Worth 362 23.3 222 14.3 371 23.8 16 1.0 199 12.8 386 24.8 41 2.6 Sanilac County 4835 24.8 2678 13.7 4004 20.5 425 2.2 2327 11.9 5260 26.9 1551 7.9 Huron County 4076 26.2 2189 14.1 3332 21.4 359 2.3 1526 9.8 4097 26.3 1231 7.9 Lapeer County 11043 26.9 5608 13.7 8581 20.9 165 0.4 5687 13.9 9928 24.2 610 1.5 St. Clair County 18708 24.0 11419 14.6 18215 23.4 237 0.3 10050 12.9 19337 24.8 699 0.9 Tuscola County 5976 23.1 4087 15.8 5479 21.2 245 0.9 3390 13.1 6646 25.7 789 3.1 1459767 31.5 687336 14.8 1187015 25.6 21120 0.5 425291 9.2 856932 18.5 49496 1.1 Lexington Washington State of Michigan �Delaware Twp. 1,150 1,100 Population 1,050 I1,000 950 900 1960 1970 1980 Year 1990 2000 Delaware Twp. �Forester Twp. 1200 1100 Population 1000 900 I800 700 600 500 1960 1970 1980 Year 1990 2000 Forester Twp. �Forestville Village 170 160 Population 150 140 I130 120 110 100 1960 1970 1980 Year 1990 2000 Forestville Village �Lexington Twp. 3,800 3,600 3,400 Population 3,200 3,000 I2,800 2,600 2,400 2,200 2,000 1960 1970 1980 Year 1990 2000 Lexington Twp. �Lexington Village 1150 1100 1050 1000 Population 950 900 Lexington Village 850 800 750 700 650 1960 1970 1980 Year 1990 2000 �Mapple Valley Twp. 1150 1100 1050 Population 1000 950 I900 850 800 750 700 1960 1970 1980 Year 1990 2000 Mapple Valley Twp. �Marlette Twp 4,000 3,500 Population 3,000 I2,500 2,000 1,500 1960 1970 1980 Year 1990 2000 Marlette Twp �Fremont Twp. 950 900 850 Population 800 750 I700 650 600 550 500 1960 1970 1980 Year 1990 2000 Fremont Twp. �Port Sanilac Village 700 650 Population 600 550 I500 450 400 350 1960 1970 1980 Year 1990 2000 Port Sanilac Village �Sanilac Twp. 2,800 2,600 2,400 Population 2,200 2,000 I1,800 1,600 1,400 1,200 1,000 1960 1970 1980 Year 1990 2000 Sanilac Twp. �Speaker Twp. 1500 1400 Population 1300 1200 Speaker Twp. 1100 1000 900 1960 1970 1980 Year 1990 2000 �Worth Twp. 4,500 4,000 3,500 Population 3,000 2,500 I2,000 1,500 1,000 500 0 1960 1970 1980 Year 1990 2000 Worth Twp. �Appendix B: Sanilac County Maps �SANILAC COUNTY RECOMMENDED LAND USE MAP □ & IIIIE ~ OPEN SPAa CORXR □ RUlAL R£S/DEN71AL DISTRICT - PROPOSED 1RANSIT S'1S1EJI □ • - lllBAN AMJ GENERAL .5E1Nl7' DISTRICT RUlAL AMJ AGHQLn.fiAL CONSERVATION DISTRICT □ PARKS AMJ li£0EATION • POSSIBLE 1RANSIT S'1S1EJI '?' -ctMIIM7ES a, ctJAS1LIE ARE IJ£NTIFED EROSla# ZaE JUNE 8, 2004 a\alryar" ~--UIII' �SANILAC COUNTY Bedrock Geology LEGEND MINDEN CITY Schock Parisville Ridley Minden Cumber -= - Patz Wetzel Morin Snay Kelley Palms Ridge Frieburger Gilbert W right D Charleston Tyre Spencer FORESTVILLE Potts Polk Holbrook Ritter Seeger Obee e Verona McMillan Hadley tvill Bay City Fores Maurer Huron Line Roads City Village Townships Bedrock Geology D Antrim Shale Bedford Shale D Beres SS & Bedford D Coldwater Shale D Marshall Formation Michigan Formation Sunbury Shale 1::1 D Cass City Russell Mills Robinson Mills Richmondville Pringle Banner re sho Lake Huron View Ruth Hyde Greening Derby Phipps Rowe Church Ruth Cash Fetting Fitch APPLEGATE Willis Roach Croswell Wixson Hall 8th Cullins Farr Shepherd LEXINGTON Harrington Union Baldwin Peck PECK Peck 6 Miles Date: 10/2002 St Clair File: bedrock_sm.apr 4 Vincent 2 Wildcat 0 Fisher Croswell Bullock Black River Parker Cade W ellman Line Todd Kilgore Arendt Cronin Bailey Galbraith Line MELVIN Salisbury Cribbins Brown Brockway Elm Gardner Line Mowerson Murray Brown City Jordan Melvin Brooks Duquette Stimson Bricker Stiles Cork Paldi Fargo Maple Valley Cargill Isles Carroll Aitken Babcock Brown Stilson Wagner Loeding Orchard Prentice Gosline Howard Butler Main Watson Sullivan Aitkins W iltsie Old M 51 Marlette Pritchett Kaylette Page Marlette W alker Townsend Applegate McGill Germania Isles Sandusky Hull Juhl Elmer Cooper Loree Wheeler W ashington Townline Decker Main Marton Boyne Ridge Wood Sandusky Sanilac County Bedrock Geology Church Fitch Elk Stringer Sanilac Sanilac Location Map PORT SANILAC Basler CARSONVILLE Eddy Wilcox e Lak O Connell Adams 1st Maple Grove Ruth Berkshire Davis Custer Smeckert Mayville Goetze Hunt Gates Snover Frenchline Nicol Day Forester Urban Moriarity Walker S Nichol Mushroom E DECKERVILLE Booth Ubly Downington Vatter Miller State W Rangeline Ridge Merriman Wheeler Arnold Leslie Van Dyke Hadley Decker Lamton Deckerville Innes N Shabbona Wheatland Sheldon Stone Severance Burgess Ruth Brady Argyle Argyle �SANILAC COUNTY Soils with Severe Limitations for Basements s LEGEND N Cln C, •- e::..- ......,... <?" location Map 1!!!!!!!!!!!!!!!!!!!!!!5;;;;;;;;;;;;;;;;;;;;;;;;;iil!!!!!!!!!!!!!!!!!!!!-8 M~N MAP PROJECTION: Michigan Georef projectia, • Oblique Mercator. NA083. meters DATA SOURCES: Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8ast!! Ml Geograptic Frame.vork Base (v 1b) Road C enledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Projecl 7/2002 For a detailed descriptions of t he MUSYM soil code symbol, please refer to pdf file named "basement_legend.pdf". Saml8c County SOds w,rr, Severe t.,m11a1,on to, Saseemen ts o.:. lnslitutc fo.- Geo.pallal Research and Educalion EA..nf:RN MIC tllC AN UN I VER.SI-.-V Phone: 734.487 .8487 1'1/1002 �SANILAC COUNTY Hydric Soils s LEG END Roads D OIY O Village - □ MCD Hymie Soils <?" location Map 1!!!!!!!!!!!!!!!!!!!!5i;;;;;;;;;;;;;;;;;;;;;;;;-,l!!!!!!!!!!!!!!!!-8 M~N MAP PROJECTION: Michigan Georef projectia, - Oblique Mercator. NA083. meters DATA SOURCES: Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8ast!! Ml Geograptic Frame.vork Base (v1b) Road C enledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Proj ecl 7/2002 For a detailed descriptions of the MUSYM soil code symbol, please refer to pelf file named "hydric_legend.pdf". Saml8c County - Hydr,c SoliS' lnslitutc fo,- Geo.pallal Research and Educalion EA..nf:RN MIC tllCAN UN I VER.SI-.-V Phone: 734.487 .8487 Dale 11/1002 �SANILAC COUNTY Soils with Severe Limitations to Commercial Development 1!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!5iiiiiiiiiiiiiiii--!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!~& M~N MAP PROJECTION: Michigan Georef projectia, • Oblique Mercator. NA083. meters DATA SOURCES: Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8ast!! Ml Geograptic Frame.vork Base (v1b) Road C enledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Project 7/2002 Fo r a detailed descriptions o f the MUSYM soil code symbol, please refer to pdf file named "comme rc ial_l egend.pdf'. lnslitutc fo,- Geo.pallal Research and Educalion EA..nf:RN MIC tllC AN UN I VER.SI-.-V Phone: 734.487 .8487 O..• 12/2-002 �SANILAC COUNTY Public Facilities å Ý MINDEN CITY Cass City Robinson Ý å Burgess Aitken Babcock Wixson åæÝ Ý Ý 8th Ý Ý Ý Elm Ý æ Vincent Croswell å W ellman Line Parker IGRE Fisher . 0 2 File: public_facilities_sm.apr 4 6 Miles Date: ' 10/2002 St Clair Black River å Wildcat å Union LEXINGTON Cribbins å Ý Æ̀ Wagner å Lake Old M 51 å Roach Croswell Fargo Æ̀ Todd MELVIN å Kilgore Arendt å Galbraith Line Æ̀ Brown Bricker å Greening Loree Phipps Rowe Church Ruth Brown Cork Ýå å Gardner Line åÝ Ridge Ruth Fitch å Duquette Brockway Jordan å Ý Bullock Sanilac County Public Facilities. Cullins Paldi å Mowerson Cronin Cade Salisbury Murray Brown City å Fetting Farr PECK Melvin Brooks Bailey Wilcox æ Peck Peck W iltsie Hall Harrington Stimson 1st æ Carroll Stiles Ý å Ý Ý å åÝ æ Derby å Loeding Stilson Ýæ W alker APPLEGATE å Ýæ Marlette Orchard Isles Shepherd Baldwin Maple Valley Cargill æå ÝÝ å Townsend Pritchett Prentice Gosline Howard Butler Main Watson æ Willis Cash Sandusky Isles åæ Aitkins Sullivan Page Ý Æ̀Ý å Ý Hyde W ashington Æ̀ Hull Elmer Juhl McGill Ñ Æ̀Ý Ý Townline Wheeler Germania Kaylette Mayville Marlette Sandusky Applegate Church Wood Decker Boyne Main Marton Frenchline Sanilac Huron View å Sanilac Walker re sho Elk Ñ Fitch Stringer Eddy å PORT SANILAC Basler CARSONVILLE Adams Cooper Day e Lak O Connell S Nicol åÝ Maple Grove Custer E U % Goetze Hunt Ruth Æ̀ å å Smeckert Miller State Ruth Snover Berkshire Davis Urban Location Map Rangeline Ridge Gates Forester W æ DECKERVILLE Nichol Mushroom Innes Ýæ Ý æÝ Booth å Vatter Moriarity N Ý Banner Downington æ å å Ý å å æ Ý Æ̀ æ æ å å å Ý å Ý æ å Ý Ý å æ Ý å Ý D Mills Shabbona Merriman å Deckerville Ubly Leslie Hadley Van Dyke Decker Arnold Lamton å Wheatland Ý å æ Ý Æ̀ æ æ Sheldon Wheeler Severance Russell Roads City Village Townships 6 CJ Kelley Richmondville Argyle Stone Snay Palms Mills Argyle æ Ý Morin Ý Ridley Brady å Pringle åÝ å æ Ridge U % Ý å æ Church Ý Cemetery Patz Wetzel Minden Cumber å æÝ U % Ý Schock Ý Spencer Frieburger Gilbert W right Parisville å Seeger Holbrook Public Facilities Ñ Hospital School FORESTVILLE Potts Charleston Tyre å Polk æ e Verona McMillan Ritter tvill Bay City Fores Obee Hadley å Maurer Huron Line Legend U % Parks Æ̀ Airports . I \ .ara'l~rMfft.n I YJlfu.fl'V l)ilrlnnl brGN.lf'l,ICW~ RN NIIC-11 1 • F......:. Phare } ~ c ,. �SANILAC COUNTY Quaternary Geology LEGEND MINDEN CITY t:. □ D D Coarse-Textured Glacial Till Dune Sand End Moraines of Coarse-Textured Till End Moraines of Fine-Textured Till End Moraines of Medium-Textured Till Fine-Textured Glacial Till Glacial Outwash Sand and Gravel Lacustrine Clay and Silt Lacustrine Sand and Gravel Medium-Textured Glacial Till Peat and Muck Village - Patz Wetzel D D D D D D D Morin Minden Ridley Snay Kelley Palms Ridge Frieburger Gilbert Cumber Schock Parisville Charleston Tyre Spencer W right Polk Holbrook Ritter Seeger Obee e FORESTVILLE Potts CJ Townships Quaternary Geology Verona McMillan Hadley tvill Bay City Fores Maurer Huron Line Roads City Cass City Russell Mills Robinson Mills Richmondville Pringle N Shabbona Rangeline Ridge Merriman Banner Arnold O Connell Lake Derby Phipps Rowe Ruth Church Fitch Fetting Cash Roach Croswell Wixson Hall 8th Cullins Farr Shepherd LEXINGTON Harrington Union Baldwin Peck PECK Peck 6 Miles Date: 10/2002 St Clair File: quaternary_sm.apr 4 Vincent 2 Wildcat 0 Fisher Croswell Bullock Black River Parker Cade W ellman Line Todd Kilgore Arendt Cronin Bailey Galbraith Line MELVIN Salisbury Cribbins Brown Brockway Elm Gardner Line Mowerson Murray Brown City Jordan Melvin Brooks Duquette Stimson Bricker Stiles Cork Paldi Fargo Maple Valley Cargill Isles Carroll Aitken Babcock Brown Wagner Loeding Orchard Sullivan Gosline Howard Butler Watson Main Prentice Pritchett Kaylette Page Stilson Willis W iltsie Old M 51 McGill Germania Isles Sandusky Hull Elmer Juhl APPLEGATE Marlette Aitkins Sanilac County Quaternary Geology W alker Townsend Applegate Marlette Location Map Greening Loree Wheeler Townline Decker Boyne Main Marton W ashington Cooper Wilcox Hyde Ridge Ruth Sandusky 1st Church Fitch Wood Sanilac Mayville Huron View Sanilac Stringer Elk Eddy Frenchline PORT SANILAC Basler CARSONVILLE Adams Walker re sho Custer Smeckert Miller Maple Grove Snover Ruth Berkshire Davis Urban Moriarity e Lak Day Forester Gates Mushroom Innes Nicol Nichol Vatter E S Goetze Booth Ubly Downington W DECKERVILLE Hunt Deckerville Leslie Van Dyke Hadley Decker Lamton Wheatland Sheldon Wheeler Severance State Argyle Stone Burgess Ruth Brady Argyle �SANILAC COUNTY Soil with Severe Limitation for On-site Septic Systems s LEGEN D g::; ~:!-...._ <?" location Map l!!!!!!!!!!!!!!!!!!!!!--iiiii i i i i i i i - 'il!!!!!!!!!!!!!!!!!!-8 M~N MAP PROJECTION: Michigan Georef projectia, • Oblique Mercator. NA083. meters DATA SOURCES: Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8 ast!! Ml Geograptic Frame.vork Base (v1b) Road C enledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Proj ect 7/2002 For a d etailed descriptions o f the MU SYM soil code symbo l, please refer to pdf file named "septic_legend.pd f ". Dale rmoo2 lnslitutc fo,- Geo.pallal Research and Educalion EA..nf:RN MIC t llCAN UN I VER.SI-.-V Phone: 734.487 .8487 �SANILAC COUNTY Topography LEGEND Schock Roads City Village Townships /V Contours t::J D 600 Parisville 790 620 0 Polk Patz 0 67 Wetzel D Morin Ridley Minden 0 79 79 Snay Kelley Palms 0 Ridge Russell 840 Mills 790 Cass City 780 700 Charleston Tyre Frieburger 0 Cumber 770 Gilbert 77 Obee 780 Spencer 780 Holbrook FORESTVILLE Potts 85 Maurer 0 Verona 77 0 730 W right 78 McMillan Hadley tville Bay City Fores Ritter Seeger MINDEN CITY 80 0 Huron Line Robinson Mills re sho 800 790 750 750 750 680 790 780 Greening 780 Rowe Ruth Phipps Derby 800 Aitken 650 Loeding 8th LEXINGTON 770 690 Vincent Croswell St Clair 800 W ellman Line Parker Bullock Fisher I ,G RE Location Map 0 2 4 6 Miles Contour Interval: 10 Meters File: Topography_sm.apr Date: 10/2002 610 Black River Todd Kilgore 780 Galbraith Line 0 85 590 Cribbins Brown Bricker Cork Duquette Brockway Arendt Cronin Bailey Cade MELVIN Salisbury -1 Elm Gardner Line Mowerson 800 Murray Jordan Melvin Brooks Wildcat Fargo 0 Paldi 81 Stimson Union 740 Farr Cullins Wixson Isles Shepherd Baldwin Maple Valley Cargill PECK 630 Roach Croswell Hall Peck Peck Babcock Wagner Brown Prentice Sullivan Gosline Howard Butler 0 86 Watson Main Orchard Pritchett Old M 51 McGill W iltsie Harrington Brown City Lake Huron View Rid 0 ge 73 APPLEGATE Church Fitch Fetting Cash Sandusky Isles Germania 780 e Lak 0 71 W alker 720 780 780 State Loree Townline Hull Juhl 7 90 Elmer 790 790 Wheeler 790 Kaylette Page Carroll Stiles Sanilac County Topography 830 Ruth 790 770 Decker Boyne Main 0 n 80Marto Stilson Willis Wilcox Hyde Marlette Aitkins 1st PORT SANILAC Townsend Applegate Marlette 0 820 Wood Sandusky W ashington Cooper Mayville Church Fitch Stringer Elk 760 Frenchline Basler Sanilac Sanilac Walker Maple Grove O Connell CARSONVILLE Eddy Miller Goetze Hunt Smeckert Adams 87 Ruth Custer Innes 0 75 Berkshire Davis Gates Snover Nicol Day Forester Urban Moriarity E DECKERVILLE 800 Ubly 7 60 Mushroom W S Nichol Vatter 60 abbona 7Sh Booth 0 Downington 660 Ruth Rangeline Ridge Banner Merriman nd Wheatla 790 Sheldon 770 78 Deckerville Leslie Van Dyke Hadley Decker Arnold 0 Stone 0 78 750 Lamton 78 0 77 78 0 Wheeler 740 Burgess 810 Brady 780 Argyle Argyle 730nce Severa N Richmondville 790 Pringle �SANILAC COUNTY Prime Farmland Soils s LEGEND N R.... □ Cly - □ -II< 0 MCO Prime Faml-and Sols <?" location Map l!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!-a-a-a-a-a-a;;;;;-i!!!!!!!!!!!!!!!!!!!!!!!!!!!!= • w.., MAP PROJECTION: Michigan Georef projectia, - Oblique Mercator. NA083. meters DATA SOURCES: Suil Su1vl!y Gt!OQr:tplWc (SSUftGO) 0-dhl 8ast!! Ml Geograptic Frame.vork Base (v1b) Road Cenledine-s: Developed by IGRE/a.«J to· Emergency 91 1 Road Centerline Basemap Proj ecl 7/2002 For a detailed descriptions of the MUSYM soil code symbol. please refer t o pdf file named ..f annland_legend.pdf'. Saml8c County - Pnm& Faunliltttl So,ts Da:. 11/2002 lnslitutc fo,- Geo.pallal Research and Educalion EA..nf:RN MICtllCAN UNIVER.SI-.-V Phone: 734.487 .8487 �SANILAC COUNTY Land Cover Circa 1800 LEGEND MINDEN CITY Schock Parisville Ridley Minden Cumber Patz Wetzel Morin Snay Kelley Palms Ridge Frieburger Gilbert W right Charleston Tyre Spencer FORESTVILLE Potts Polk Holbrook Ritter Seeger Obee e Verona McMillan Hadley tvill Bay City Fores Maurer Huron Line Roads City Village Townships Land Cover Circa 1800 Beech-Sugar Maple Forest Beech-Sugar Maple-Hemlock Forest Black Swamp Cedar Swamp Hemlock-White Pine Forest Lake/River Mixed Conifer Swamp Mixed Hardwood Swamp Muskeg/Bog Shrub Swamp/Emergent Marsh Wet Prairie White Pine-Mixed Hardwood Forest Cass City Russell Mills Robinson Mills Rangeline Ridge Merriman Wheeler Banner Arnold DECKERVILLE Lake Greening Loree W alker Derby Phipps Rowe Ruth Church Fitch Fetting Cash Marlette Willis Roach Croswell Wixson Hall 8th Cullins Farr Shepherd LEXINGTON Harrington Union Baldwin Peck PECK Peck Date: 10/2002 6 Miles St Clair 4 Vincent File: Land_cover_sm.apr 2 Wildcat 0 Fisher Croswell Bullock Black River Parker Cade W ellman Line Todd Kilgore Arendt Cronin Bailey Galbraith Line MELVIN Salisbury Cribbins Brown Brockway Elm Gardner Line Mowerson Murray Brown City Jordan Melvin Brooks Duquette Stimson Bricker Stiles Cork Paldi Fargo Maple Valley Cargill Isles Carroll Aitken Babcock Brown Stilson Wagner Loeding Orchard Sullivan Gosline Howard Butler Watson Main Prentice Pritchett Kaylette Page Aitkins W iltsie Old M 51 McGill Germania Isles Sandusky Hull Elmer Juhl APPLEGATE Townsend Applegate Marlette Sanilac County Land Cover Circa 1800 Huron View Ruth Wheeler Townline Decker Boyne Main Marton W ashington Cooper Location Map Hyde Ridge Wood Sandusky Wilcox Church Fitch Elk Stringer Sanilac Sanilac 1st PORT SANILAC Basler CARSONVILLE Eddy Mayville re sho O Connell Adams Frenchline e Lak Custer Smeckert Walker Maple Grove Snover Ruth Berkshire Davis Urban Moriarity Miller Goetze Hunt Day Forester Gates Mushroom Innes Nicol Nichol Vatter E S Booth Downington Ubly Leslie Van Dyke Hadley Decker Lamton Deckerville W State Shabbona Wheatland Sheldon Stone Burgess Ruth Brady Argyle Argyle Severance N Richmondville Pringle �SANILAC COUNTY Woodlots Circa 1978 LEGEND Roads City Village Townships Woodlots D Aspen, Birch D Central Hardwood D Christmas Tree Plantation D Lowland Conifer Lowland Hardwood D Northern Hardwood Other Upland Conifer D Pine Wooded Wetland 1::1 D MINDEN CITY 'D 'a I Morin Minden Ridley Snay Kelley Palms Ridge Cass City Mills "6 Mills Pringle DECKERVILLE e Lak re sho Lake Huron View Ruth Sandusky Hyde Greening Loree Wheeler W ashington Derby Phipps Rowe Church Ruth Cash Fetting Fitch APPLEGATE Willis Roach Croswell Wixson Hall 8th Cullins Farr Shepherd LEXINGTON Harrington Union Baldwin Peck PECK Peck 6 Miles Date: 10/2002 St Clair File: woodlots_sm.apr 4 Vincent 2 Wildcat 0 Fisher Croswell Bullock Black River Parker Cade W ellman Line Todd Kilgore Arendt Cronin Bailey Galbraith Line MELVIN Salisbury Cribbins Brown Brockway Elm Gardner Line Mowerson Murray Brown City Jordan Melvin Brooks Duquette Stimson Bricker Stiles Cork Paldi Fargo Maple Valley Cargill Isles Carroll Aitken Babcock Brown Stilson Wagner Loeding Orchard Prentice Gosline Howard Butler Main Watson Sullivan Aitkins W iltsie Old M 51 Marlette Pritchett Kaylette Page Marlette W alker Townsend Applegate McGill Germania Isles Sandusky Hull Juhl Elmer Townline Decker Main Marton Boyne Ridge Wood Church Fitch Elk Stringer Sanilac Sanilac Cooper Sanilac County Woodlots PORT SANILAC Basler CARSONVILLE Eddy Wilcox Maple Grove O Connell Adams Location Map Ruth Berkshire Davis Custer Smeckert 1st Goetze Hunt Booth Gates Snover Mayville Nicol Day Forester Urban Moriarity E S Nichol Mushroom Frenchline W State Banner Ubly Downington Vatter Walker ~ ii Rangeline Ridge Merriman Wheeler Arnold Leslie Van Dyke Hadley Decker Lamton Deckerville Miller N Shabbona Wheatland Sheldon Stone Burgess Ruth Brady Argyle • Richmondville .., Argyle Innes ""' Russell Robinson Severance -- Patz Wetzel " Frieburger Gilbert Cumber Schock Parisville Charleston Tyre Spencer W right Polk Holbrook Ritter Seeger ) Obee e Verona McMillan Hadley tvill Bay City Fores Maurer Huron Line □ FORESTVILLE Potts �SANILAC COUNTY Transportation LEGEND MINDEN CITY Schock Parisville Patz Wetzel Ridley Minden Cumber Railroads Airports Roads City Village Townships Morin Snay Kelley Palms Ridge Frieburger Gilbert W right Charleston Tyre Spencer FORESTVILLE Potts Polk Holbrook Ritter Seeger Obee e Verona McMillan Hadley tvill Bay City Fores Maurer Huron Line Cass City Russell Mills Robinson N Mills Richmondville Pringle Rangeline Ridge Merriman Wheeler Banner Arnold Lake Huron View Ruth Greening Loree Wheeler Derby Phipps Rowe Church Ruth Cash Fetting Fitch APPLEGATE Willis Roach Croswell Wixson Hall 8th Cullins Farr Shepherd LEXINGTON Harrington Union Baldwin Peck PECK Peck 6 Miles Date: 10/2002 St Clair File: transportation_sm.apr 4 Vincent 2 Wildcat 0 Fisher Croswell Bullock Black River Parker Cade W ellman Line Todd Kilgore Arendt Cronin Bailey Galbraith Line MELVIN Salisbury Cribbins Brown Brockway Elm Gardner Line Mowerson Murray Brown City Jordan Melvin Brooks Duquette Stimson Bricker Stiles Cork Paldi Fargo Maple Valley Cargill Isles Carroll Aitken Babcock Brown Stilson Wagner Loeding Orchard Prentice Gosline Howard Butler Main Watson Sullivan Aitkins W iltsie Old M 51 Marlette Pritchett Kaylette Page Marlette W alker Townsend Applegate McGill Germania Isles Sandusky Hull Juhl Elmer Townline Decker Boyne Main Marton W ashington Cooper Sanilac County Transportation Hyde Ridge Wood Sandusky Location Map Church Fitch Elk Stringer Sanilac Sanilac Wilcox PORT SANILAC Basler CARSONVILLE Eddy 1st re sho O Connell Adams Mayville e Lak Custer Smeckert Frenchline Maple Grove Snover Ruth Berkshire Davis Urban Moriarity Walker Goetze Hunt Day Forester Gates Mushroom Miller Nicol Nichol Vatter Innes S DECKERVILLE Booth Downington Ubly Leslie Van Dyke Hadley Decker Lamton Deckerville E State Shabbona Wheatland Sheldon Stone Severance W Burgess Ruth Brady Argyle Argyle �SANILAC COUNTY Wetlands LEGEND MINDEN CITY Schock Parisville Ridley Snay Kelley Palms Ridge Cass City Russell Mills Robinson Mills ,,,. Rangeline Goetze Hunt e Lak re sho Maple Grove Ruth Berkshire i. PORT SANILAC Basler Lake Huron View Sandusky Hyde Greening Ridge Ruth Church Fitch Stringer Sanilac Sanilac Townline Derby Phipps Rowe Church APPLEGATE Townsend Babcock Brown Roach Croswell Wixson 8th LEXINGTON Union Harrington Peck Wildcat Vincent Croswell 2 I ,G RE Fisher 4 Date: 10/2002 6 Miles St Clair Black River Parker Cade File: wetlands_sm.apr .er; W ellman Line Bullock 0 Todd Kilgore Arendt Cronin Bailey Galbraith Line MELVIN Salisbury Cribbins Brown Duquette Brockway Elm Gardner Line Mowerson Murray Brown City Jordan Melvin Brooks Bricker Cork Paldi Fargo PECK Peck Stimson Wilcox Aitken Hall Cullins Farr Shepherd Baldwin Maple Valley Cargill Isles Carroll Stiles 1st Wagner Loeding Orchard Prentice Gosline Howard Butler Watson Main Stilson Willis W iltsie Old M 51 Marlette Aitkins Sullivan Page Marlette oD Pritchett - Sanilac County Wetlands Ruth .. -0 Location Map W alker 0 Applegate McGill Kaylette Mayville Fitch cl'' Fetting D b Cash Isles Germania Frenchline . d ~ Sandusky , Hull Elmer 'lf=s:;} 0 Loree ~-. W ashington ,o u Juhl SJ MilDler Wheeler Decker (! Walker 0 0 ~-: Cooper Elk "'~ Wood Boyne Main Marton ·('. 0 "' Nicol CARSONVILLE Eddy ,- Cc,, O Connell ,, _ ~~ • Smeckert ~ ~ 0 :.. Forester er' Custer Innes ~ Ridge = Snover k:> Adams Davis Cl I Moriarity S Day D53 0 E DECKERVILLE 0 a ban Ura= W - --+-- ~ + - h+-~---e'I. a Gates cy \l D Nichol Vatter Shabbona ,:1.+--+____;f---+~i----+ Booth Downington "' Ubly Leslie Hadley Van Dyke ~~" 4"' or;,. ,. Mushroom Banner ·, Deckerville ~ ""'- Merriman Wheeler ~ ~ Q, • Arnold ·,..,. c;J Decker Lamton I\. Wheatland Sheldon Stone State Argyle N Burgess Ruth Brady Argyle ..,. ;r · Richmondville Pringle Severance -D Patz Wetzel Minden Cumber 1::1 D Morin Frieburger Gilbert W right Charleston Tyre Spencer Roads City Village Townships Wetlands Beach/Bar C J Emergent D Forested Open Water C J Scrub-Shrub FORESTVILLE Potts Polk Holbrook Ritter Seeger Obee e Verona McMillan Hadley tvill Bay City Fores Maurer Huron Line �SANILAC COUNTY Watersheds (Hydrography) LEGEND County Line Creek rain Paris D River South Fork Cass River River Mill Creek Benhke Creek rain tin D Cass Branch North ass Fork C Rivers Lakes Drains Roads City Village Townships Rivers Lakes Watersheds Birch-Willow Cass Flint Pigeon-Wiscoggin ST. Clair FORESTVILLE Aus South MINDEN CITY Martell Creek Elk Creek r G nm ee an Cr k ee Big Gulley Creek Indian Creek ck R Bla tin Drain Evergreen and Aus Bishop Drain iver Middle Branc h Cass Riv N Big Cre ek reek Big C W u So er c ran th B DECKERVILLE Cherry Creek S ek ter Cre F ores Sherman Creek er Riv Black River as s hC rth No Creek Miller ite Wh Daunt nch Bra Branch E Tu rtl ek Cre e k ree rd C wfo Cra Cr ee k k CreeSANILAC iens LPORT CARSONVILLE Herron Creek Bl ac k Sou th Smalldon Drain Bran c E lk h Ca ss R iver Cre ek Sandusky n Dr ai n in Dr a Ri ve r rain ett D M Rick Riv er Ca ss Drain ran ch ain Dr Potts So uth B ld na Do Mc k r Black Rive Marlette Cree APPLEGATE ul le Hale enzie Mc K Arnot Creek Colu eek Drain Spring Cr Taylor Drain Croswell m bus Fletcher Drain kR Blac iver Setter Drain Black River Mu llan ey Brown City Seym our C reek Cork Drain Drain Macklem Drain Elk Creek Dra i Bla ck Cre ek Mason Drain in Dra an Tom MELVIN D lair St C and c ila San York Drain 0 Mill C reek n Varney Drain Location Map Sanilac County Watersheds (Hydrography) LEXINGTON PECK Lapeer and San ilac Drain Scott Mill Creek Drain Mills Creek 2 File: watersheds_sm.apr rain Jacks on Creek 4 6 Miles Date: 10/2002 Birch C reek �Appendix C: Sanilac County Airport Plan Maps �MARLETTE TOWNSHIP (77G) FREQ CTAF/U (UNMON) 895' ELEV 122.8 CLEVELAND CTR 127.7 N t 2 SCALE IN MILES 5-03 RwY 01 / 19 3500 ' X 75 ' (I067M X 23M) RwY 09 / 27 3800' X 75' <1l59M X 23M) 10062.llA 74-12 L □ CATI □ N 3 ~ -50 ' / ~ +2P ~ +24' -- g +()IS' POND 19 ® CULTI VA TED D ~- o:: B ir, +40 ' - § +25' 0 0 ts· ~ CE METERY (') 8 CULTI VA TED +IS' §.so·O 800 S~ET SKETCH RWY LENGTH BEYOND DISPLACED THR 01/ –– * 09/ –– 19/ –– * 27/ –– COORDINATES 43° 18.71'N 083° 05.45'W FM CITY: 1.0 mi SW LGT: ROTG BCN. MIRL, REIL, PAPI–STD PCL CTAF. MGR: Ted Huntoon Richard Long, Asst PH: 989-635-3431 (Res Eve) 989-635-3596 (Asst day) FBO: Burton Aviation 989-635-3500 ATND: M-F, 0800 - 1700 RDO NAV AIDS: IAP, 114.0 (ECK) 289° 16.7 NM to fld. FUEL: 100LL** RPR: Major A & P WX: FSS LAN 800-992-7433, DTN SNW RMVL: Yes TRNSP: None* MEALS: In town, 1.0 mi RON: B&B 0.3 mi l Coml lndg fee $10.00. l Admin bldg access—depress V, then simultaneous III-II, then I. l Glider opns. l TPA- 1695' MSL (800' AGL). l **Self serve credit card 24 hrs. - 151 - A B C D E F G H I J K L M N O P R S T V W Y Z License General Utility �r/c-·? .:· __ . ..;)i 0 1000 2000 3000 SCALE 1"=1 000' ~- ass-~, ~ ..:l \ 0 . c:i::: 1~b ~ ?.4 MICHIGAN AERONAUTICS COMMISSION ._MDOT ' 8~1 - \ , • 8-7 2 . > t --~-,_..,....- - I ..... - c-:-- ·-\t:: I q;<r-1. ~ ' I fr . . ~-:.~. ~ -,. . ~ r A75} ;I I r 19 ~ _,~~- ,-rI 86 1 LAND USE ZONING Marlette Township MICHIGAN ~OEl'-"""1-JITCl'~•rv- ........ c : , ~ ----t;--..0, DEPARTMEN T Of TRAN SP ORTATION BUREAU Of AERONAU TI CS LANSING, MICHIGAN ""' ---=- Af V IS IOh S ZONING 74-12 �ACCIDENT SAFETY ZONES, LAND USE GUIDELINES AND PLANNING STRATEGIES FOR NEW DEVELOPMENT Accident Safety Zone Zone 1 (See Special Note) Land Use Characteristics Land .Use Guidelines Land Use Planning Strategies *All aviation uses are acceptable Population Density Residential vs. Non-Residential Land Use Avoid land uses which concentrate people indoors or outdoors. Prohibit all residential land uses. All nonresidential land uses permitted outright subject to the Population Density and Special Function Land Use guidelines. I. 0-5 people/acre. 2. Airport sponsor should purchase property if possible. 3. Zone land uses, which by their nature, will be relatively unoccupied by people (i.e. mini-storage, small parking lots). 1. Create a height hazard overlay ordinance 2. 3. 4. 5. 6. 7. 8. Special Function Land Use around the airport. Airport sponsor should purchase property if possible. Airport sponsor should obtain avigation and obstruction easements. During the site development pr()cess, shift all structures away from the runway centerlines if possible. Landscaping requirements shall establish only low growing vegetation. Prohibit high overhead outdoor lighting. Require downward shading of lighting to reduce glare. Evaluate all possible permitted conditional uses to assure compatible land use. I. Prohibit overhead utilities and all noise sensitive land uses. 2. Zone land for uses other than for schools, play fields, hospitals, nursing homes, daycare facilities and churches. 3. Limit storage of large quantities of hazardous or flammable material. 4. Ensure permitted uses will not create large areas of standing water, or generate smoke/steam, etc. Special Note: Since the dimensions of Zone 1 correspond to the dimensions of the Runway Protection Zone (RPZ), those airports receiving federal grant dollars from the FAA's Airport Improvement Program, shoul.p-sfro.ngly consider purchas~g the RPZ or otherwise acquire rights to the property for the RPZ.. ·· �- - - - - - - ------ - COMPATIBLE LAND USE MATRIX Land Use Guidelines Land Use Planning Strategies Accident Safety Zone Land Use Characteristics Zone2 Population Density Avoid land uses which concentrate people indoors or outdoors. 1. 0-5 people/acre. 2. .zone land uses, which by their nature, will be relatively unoccupied by people (ie. mini-storage, small parldng lots). Residential vs. Non-Residential Land fie Prohibit all residential land uses. All nonresidential land uses permitted outright subject to the Population Density and Special Ftmction Land Use guidelines. 1. Create a height hazard overlay ordinance around the airport. 2. Obtain avigation and obstruction easements. 3. During site development process, shift all structures away from the runway centerlines if possible. 4. Prohibit mobile home parks. 5. Landscaping requirements shall establish only low growing vegetation 6. Prohibit high overhead outdoor lighting. 7. Require downward shading of lighting to reduce glare. 8. Evaluate all possible permitted conditional uses to assure compatible land use. Special Function Land Use *All aviation uses are acceptable 1. Prohibit overhead utilities and all noise sensitive land uses. 2. 2.one land for uses other than for schools, play fields, hospitals, nursing homes, daycare facilities and churches. 3. Limit storage of large quantities of hazardous or flamnable material 4. Fnsure pennitted uses will not create large areas of standing water, or generate smoke/steam, etc. �COMPATIBLE LAND USE MATRIX Land Use Planning Strategies Land Use Guidelines Accident Safety Zone Land Use Characteristics Zone3 Population Density Avoid land uses which concentrate people indoors or outdoors. Residential vs. Non-Residential Land Use I. Create a height hazard overlay ordinance around the airport. 2. Obtain avigation and obstruction easements. 3. During site development process, shift all structures away from the runway All non-residential centerlines if possible. land uses permitted 4. Prohibit mobile home parks. outright subject to the Special Function 5. Landscaping requirements shall establish only low growing vegetation. Land Use 6. Prohibit high overhead outdoor lighting. guidelines. 7. Require downward shading of lighting to reduce glare. 8. Evaluate all possible permitted conditional uses to assure compatible land use. *All aviation uses are acceptable 1. < 25 people/acre. 2. Z.one land uses, which by their nature, will be relatively unoccupied by people (i.e. mini-storage, srmll parlcing lots). Limit residential development to Low Density housing standards. ·- Special Function Land Use 1. Prohibit overhead utilities and all noise sensitive land uses. 2. Z.one land for uses other than for schools, play fields, hospitals, nursing homes, daycare facilities and churches. 3. Limit storage of large quantities of hazardous or flammable material. ,I - 1 ----- ... :11 __ ... ___ ... .., 1--- �COMPATIBLE LAND USE MATRIX Land Use Planning Strategies Land Use Guidelines AccJdent Safety Zone Land Use Characteristics Zone4 Population Density Limit population concentrations. Residential vs. Non-Residential Land Use 1. Create a height hazard overlay ordinance Limit residential around the airport. development to Low 2. Obtain avigation easemmts. Density housing 3. Clustered development to maintain density standards. as long as open space remains unbuilt. Place clustered development away from ex All non-residential tended runway centerline. land uses permitted 4. Prohibit mobile home parks. outright subject to the Special Function 5. Require downward shading of lighting to reduce glare. Land Use 6. Evaluate all possible permitted conditional guidelines. uses to assure compatible land use. "'All aviation uses are acceptable \ Special Function Land Use 1. < 40 people/acre in buildings, < 75 persons/acre outside buildings. 1. Evaluate noise sensitive land uses in light of aircraft noise contour lines (if available) when establishing new zoning. 2. Prohibit high overhead utilities and all noise sensitive land uses. 3. Z.One land for uses other than for schools, play fields, hospitals, nursing homes, daycare facilities and churches. 4. Limit storage of large quantities of hazardous or flammable material. " Rn<:lnrp- ., 11<:lf><:l u.1m nnt ~rP~tP 1,,,.,_ �- - - - - - - - -- - COMPATIBLE LAND USE MATRIX Land Use Guidelines Land Use Planning Strategies Accident Safety Zone Land Use Characteristics Zone 5 Population Density Avoid land uses which concentrate people indoors or outdoors. 1. 0-5 people/acre. 2. Z.one land uses, which by their nature, will be relatively unoccupied by people (ie. mini-storage, small parldng lots). Residential vs. Non-Residential Land Use Prohibit all residential land uses. All nonresidential land uses permitted outright subject to the Population Density and Special Function Land Use guidelines. 1. Airport sponsor should purchase property if possible. 2. Create a height hazard overlay ordinance around the airport. 3. Obtain avigation and obstruction easements. 4. During site development process, shift all structures away from the runway centerlines if possible. 5. Landscaping requirements shall establish only low growing vegetation. 6. Prohibit high overhead outdoor lighting. 7. Require downward shading of lighting to reduce glare. 8. Evaluate all possible permitted conditional uses to assure compatible land use. *All aviation uses are acceptable ._ Special Function Land Use - 1. Prohibit overhead utilities and all noise sensitive land uses. 2. Z.one land for uses other than for schools, play fields, hospitals, nursing homes, daycare facilities and churches. 3. Limit storage of large quantities of hazardous or flammable material. 4. Ensure permitted uses will not create large areas of standing water, or generate smoke/steam, etc. I i �A B C D E F G H I J K L M N O P R S T V W Y Z IL IN OH WI ON SANDUSKY CITY (Y83) FREQ CTAF/U (UNMON) SANDUSKY CITY AIRPORT 122.8 776' ELEV 2 t 3 SCALE IN MILES 06-03 R\./Y 09/27 3000' X 75' (915M X 23c) R\./Y 18/36 2300' X 150' (701M X 46ri) 10323.!A 74-9 L □ CATI □ N CULTIVATED CULTIVATED 3000' X 75' Q IE] 0 '.'j_-, ~ 0+60' 7\ ~ ~cu', CULTIVATED ,, 7\~ CULTIVATED I V +60' ' -;\~ -;\~ 'i 'L (/) :::J co O --36~~ j3 z q EMBANKMENT 0 ■ ■ __ - ~ 6 3 T-T\_ >- ~DITCH -10' CUSTER V) RD o• _1T~-,~-,~-,~-,~-, +40 +20 '>~~AT~-,~-,~-,---,~ +30' wW +51' I 600 SCALE IN FEET SKETCH RWY LENGTH BEYOND DISPLACED THR 09/ –– * 18/ –– 27/ –– * 36/ 1917' COORDINATES 43° 27.33'N 082° 50.49'W FM CITY: 2.5 mi N LGT: ROTG BCN RIEL, MIRL, PAPI rwy 9/27 key mic 5X CTAF. MGR: Joe Allen PH: 810-648-4194 810-648-4444 (City Hall) 810-648-9894 (Unatnd Arpt) FBO: Sandusky Svc 810-710-0080 ATND: Ireg NAV AIDS: 114.0 (ECK) 341° 13.2 NM to fld. FUEL: 100LL* RPR: Major A&P ireg or by arngmt** WX: FSS LAN 800-992-7433, DTN SNW RMVL: Yes–call ahead TRNSP: Rntl car 810-648-2848 (prior req), taxi 810-679-4090, bus sys 810-657-9311. CC call ahead MEALS: In town RON: In town l l l l *For fuel 810-648-4194, 810-710-0080 or 810-648-2000 (Sheriff). Birds & deer on & invof arpt. 3 ft embankment 50' from Rwy 36 thr. ** For A&P service call 810-648-4194. - 220 - License General Utility �CROSWELL, ARNOLD FIELD (55G) FREQ CTAF/U UNMON 780' 122.8 N t ELEV 2 3 SCALE IN MILES 11-03 09699,02A 74-10 LOCATION 2570' X 75' RwY 07/25 (783M X 23M) CULTIVATED 2585' X 140' RwY 18/36 (788M X 43M) ~ cj C "' +20' u 0 L 0 +15' T 0 _J _J I V w ::, A (/) □ T 0 "'u +20' E D 0 0 CULTIVATED +25' g-r--r--r--r ROACH CULTIVATED RD, 500 SCALE IN FEET SKETCH RWY LENGTH BEYOND DISPLACED THR 07/ 2030' * 18/ 2085' 25/ –– * 36/ 2115' COORDINATES 43° 17.86'N 082° 36.44'W FM CITY: 2.0 mi NE LGT: LIRL not for pub use. MGR: Bart Perry PH: 810-679-2487 810-679-8010 (Eve) FBO: None ATND: Unatnd NAV AIDS: 114.0 (ECK) 079° 5.0 NM to fld. FUEL: None RPR: None WX: FSS LAN 800-992-7433 SNW RMVL: No TRNSP: Taxi 810-679-4090 MEALS: In town RON: In town, 2.0 mi CC l Winter opns skis only. Arpt clsd Nov-Mar l Admin bldg access—depress V, then simultaneous III-II, then I. - 47 - License Basic Utility A B C D E F G H I J K L M N O P R S T V W Y Z ■ �Appendix D: Models for Threshold Standards and Impact Assessment for All Site Plans And Site Plan Reviews �Development of Threshold Standards and Obtaining Impact Assessment for Review of Proposed Projects Threshold standards and impact assessments are important devices to help municipalities ensure and maintain a good quality of life within a given municipality. Threshold standards are developed as a checklist to coincide with the master plan and provide a guideline as to how individual processes of a municipality shall be coordinated and executed. When threshold standards are executed properly, processes and functions within a municipality will work efficiently, and should improve the quality of living within a given community. Impact assessment standards should be required to be provided by -all prospecting developers for any new development plan. An impact assessment is a written statement from a developer providing information regarding the projected environmental impacts of the proposed development. Within the impact assessment should also be a statement of remediation intent for any and all natural environments that will be disturbed such as a wetland, throughout the course of the development project Impact Assessment Standards Fiscal - evaluation of impact on County operations, capital improvements and development impact fee revenues and expenditures. Standards to be applied in three ways 1. Ensure quality of life objectives be met over the Plans life �2. Standards could be used in evaluation of individual development projects to determine the possible impacts of the project and to apply appropriate conditions and requirements in order to mitigate those impacts. 3. All standards to be monitored on a yearly basis to ensure cumulative impacts of new growth did not result in a deterioration of quality of life, as measured by these standards. These can be County Standards, Local Standards and/or Site Specific Standards These can be residential and non-residential Possible Community Threshold Standards ( To be determined by local Government Units). Threshold standards Air Quality Annual report on Air Pollution- impact of growth on air quality Fiscal Annual report to evaluate impacts of growth on government operations, capital improvements, and development impact fee revenues and expenditures. Police Respond to 84% of Priority I emergency calls within ___ minutes and maintain average response time of ____ minutes. Respond to Priority II urgent calls within? minutes and maintain average response time of ___ minutes. Fire/EMS Respond to calls within ___ minutes for 85% of the calls. �Schools Annual report required to evaluate school districts ability to accommodate new growth. Library Provide 500 square feet of library space adequately equipped and staffed Per 1,000 population. Parks and Maintain ___acres of neighborhood and community parkland with Recreation appropriate facilities per____ residents. Tourism along the Lake and in other areas to meet projected Load. Sidewalks and trails can be in this area or in Transportation Water Annual report from water service agencies on impact of growth and future water availability. Sewer Sewage flows and volumes shall not exceed____ standards. Annual report reviewing performance on impact of sewer capacity. Drainage report Sewage flows and volumes shall not exceed____ standards. Annual reviewing performance of storm drain systems. Transportation Maintain Level of Service (LOS)____ or better as measured by observed average travel speed on all class____ roads, gravel, paved, rural and on signalized arterial roads, except that during peak hours, an LOS____ can occur for no more than any 2 hours of the day. LOS varies from rural or agricultural to tourism and/or second home areas. Those signalized intersections that do not meet the above standard may continue to operate at their current LOS but shall not worsen. Sidewalks and trails can be in this area or in Parks and Recreation �Health Maintain needed health services. Annual reports on health care needs. ANNUAL GROWTH Adequate public facilities requirements are a major growth management tool. Set standards and specify analysis that determine adequacy for transportation, public schools, water and sewer, drainage, police, fire/ems, parks and recreation, libraries, and health. TIERED DEVELOPMENT REVIEW PROCESS TIER I TIER II TIER III GENERAL DEVELOPMENT PLAN SECTIONAL PLANNING AREA PLAN & PUBLIC FACILITIES FINANCE PLAN TENTATIVE MAP Tests feasibility of project per threshold standards Demonstrates consistency of each phase with threshold standards Project must guarantee conformance to threshold standard prior to building Allocates project share of Public Facilities Requirements Locates & describes public facilities needed for each Phase Construction of public facilities guaranteed Identifies financing Options Identifies cost, financial responsibility & proposed financing method for each public facility Specific financing mechanisms established �Excerpts from “Chasing the Past or Investing in the Future” by the Land Policy Institute Some of the recommendations for Non-metro Areas:             Recognize the structural disadvantage faced by non-metro communities and the possibility that economic growth may be more favorable to metropolitan areas. Furthermore, factor into decision-making the possibility that it may become increasingly difficult for non-metro areas to compete for the drivers of growth in the New Economy. Recognize the more limited marginal impacts of such growth drivers as knowledge workers, college graduates, 25- to 34-year-olds and colleges and universities in non-metro areas. Employ other creative strategies. Recognize that non-metro communities are still generally more dependent upon traditional industries, such as agriculture. Nurture such industries in order to maintain the economic base they currently afford. Champion a national initiative to thoroughly examine the role of agriculture and manufacturing activities that currently anchor economic activity in non-metro areas. Recognize that the New Economy may be more difficult to leverage in non-metro areas, explore the concept of “New Agriculture.” For example, agriculture can be better tied to emerging opportunities in information and telecommunication technology, financial services and renewable energy. Pursue opportunities for gray infrastructure investments that would result in job creation. In fact, non-metropolitan places were shown to have a high potential for per capita income growth as a result of gray infrastructure investment. The 2009 ARRA legislation presents opportunities for nonmetro areas to redefine themselves. Pursue opportunities to connect the rural economy to those of nearby metro areas. Rural bedand breakfasts, farm-based recreational facilities, non-metro hunting and fishing facilities, outdoor recreation facilities, non-metro roadside stands, well-advertised rural fairs, prepared packaged foods production on farms, assisted-living facilities in rural areas, marinas, horse parks, use of barns as storage facilities, rural business incubators and rural winter amenities that connect rural and metro areas have been pursued successfully by many. Urban farmers’ markets and food fairs may also offer opportunities. Recognize that the infrastructure needs of non-metro areas may be different than those in nonmetro areas. In addition to traditional gray infrastructure, the facilities mentioned above may well be necessary for non-metro communities. The fact that favorable tax strategies potentially result in population attraction may offer an opportunity to repopulate non-metro areas. Non-metro communities should, however, note that unless job opportunities are created, such population growth may not bring meaningful benefits. Recognize the fact that service activities and manufacturing yield significantly better returns with respect to employment and income. Explore service activities that are synergistic with the asset base of non-metro communities. Pursue a national initiative to investigate the New Economy elements that tie in better with nonmetro economies. Pursue opportunities for partnerships with foundations and others committed to the issue of rural poverty to address rural poverty and prevent further downward spiral in rural economies. �U.S. Census Bureau AMERICA1 FactFinder DP-1 Profile of General Population and Housing Characteristics: 2010 2010 Demographic Profile Data NOTE: For more information on confidentiality protection, nonsampling error, and definitions, see http://www.census.gov/prod/cen2010/profiletd.pdf. GEO: Sanilac County, Michigan Subject SEX AND AGE Total population Under 5 years 5 to 9 years 10 to 14 years 15 to 19 years 20 to 24 years 25 to 29 years 30 to 34 years 35 to 39 years 40 to 44 years 45 to 49 years 50 to 54 years 55 to 59 years 60 to 64 years 65 to 69 years 70 to 74 years 75 to 79 years 80 to 84 years 85 years and over Median age (years) 16 years and over 18 years and over 21 years and over 62 years and over 65 years and over Male population Under 5 years 5 to 9 years 10 to 14 years 15 to 19 years 20 to 24 years 25 to 29 years 30 to 34 years 35 to 39 years 40 to 44 years 45 to 49 years 50 to 54 years 55 to 59 years 60 to 64 years 65 to 69 years 70 to 74 years 75 to 79 years 80 to 84 years 85 years and over 1 of 4 Number 43,114 2,513 2,749 2,944 3,008 2,169 2,112 2,178 2,372 2,749 3,277 3,550 3,179 2,735 2,285 1,848 1,415 1,063 968 42.8 34,269 32,926 31,455 9,160 7,579 21,315 1,285 1,398 1,413 1,558 1,096 1,104 1,106 1,183 1,354 1,650 1,798 1,616 1,342 1,110 871 645 452 334 Percent 100.0 5.8 6.4 6.8 7.0 5.0 4.9 5.1 5.5 6.4 7.6 8.2 7.4 6.3 5.3 4.3 3.3 2.5 2.2 (X) 79.5 76.4 73.0 21.2 17.6 49.4 3.0 3.2 3.3 3.6 2.5 2.6 2.6 2.7 3.1 3.8 4.2 3.7 3.1 2.6 2.0 1.5 1.0 0.8 09/19/2011 �Subject Median age (years) 16 years and over 18 years and over 21 years and over 62 years and over 65 years and over Female population Under 5 years 5 to 9 years 10 to 14 years 15 to 19 years 20 to 24 years 25 to 29 years 30 to 34 years 35 to 39 years 40 to 44 years 45 to 49 years 50 to 54 years 55 to 59 years 60 to 64 years 65 to 69 years 70 to 74 years 75 to 79 years 80 to 84 years 85 years and over Median age (years) 16 years and over 18 years and over 21 years and over 62 years and over 65 years and over RACE Total population One Race White Black or African American American Indian and Alaska Native Asian Asian Indian Chinese Filipino Japanese Korean Vietnamese Other Asian [1] Native Hawaiian and Other Pacific Islander Native Hawaiian Guamanian or Chamorro Samoan Other Pacific Islander [2] Some Other Race Two or More Races White; American Indian and Alaska Native [3] White; Asian [3] White; Black or African American [3] White; Some Other Race [3] Race alone or in combination with one or more other races: [4] White Black or African American American Indian and Alaska Native 2 of 4 Number 41.9 16,875 16,189 15,435 4,171 3,412 21,799 1,228 1,351 1,531 1,450 1,073 1,008 1,072 1,189 1,395 1,627 1,752 1,563 1,393 1,175 977 770 611 634 43.6 17,394 16,737 16,020 4,989 4,167 Percent (X) 39.1 37.5 35.8 9.7 7.9 50.6 2.8 3.1 3.6 3.4 2.5 2.3 2.5 2.8 3.2 3.8 4.1 3.6 3.2 2.7 2.3 1.8 1.4 1.5 (X) 40.3 38.8 37.2 11.6 9.7 43,114 42,600 41,649 150 195 144 35 32 42 9 12 2 12 7 0 3 0 4 455 514 211 65 99 107 100.0 98.8 96.6 0.3 0.5 0.3 0.1 0.1 0.1 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.1 1.2 0.5 0.2 0.2 0.2 42,148 269 419 97.8 0.6 1.0 09/19/2011 �Subject Asian Native Hawaiian and Other Pacific Islander Some Other Race HISPANIC OR LATINO Total population Hispanic or Latino (of any race) Mexican Puerto Rican Cuban Other Hispanic or Latino [5] Not Hispanic or Latino HISPANIC OR LATINO AND RACE Total population Hispanic or Latino White alone Black or African American alone American Indian and Alaska Native alone Asian alone Native Hawaiian and Other Pacific Islander alone Some Other Race alone Two or More Races Not Hispanic or Latino White alone Black or African American alone American Indian and Alaska Native alone Asian alone Native Hawaiian and Other Pacific Islander alone Some Other Race alone Two or More Races RELATIONSHIP Total population In households Householder Spouse [6] Child Own child under 18 years Other relatives Under 18 years 65 years and over Nonrelatives Under 18 years 65 years and over Unmarried partner In group quarters Institutionalized population Male Female Noninstitutionalized population Male Female HOUSEHOLDS BY TYPE Total households Family households (families) [7] With own children under 18 years Husband-wife family With own children under 18 years Male householder, no wife present With own children under 18 years Female householder, no husband present With own children under 18 years 3 of 4 Number Percent 222 11 577 0.5 0.0 1.3 43,114 1,439 1,110 89 24 216 41,675 100.0 3.3 2.6 0.2 0.1 0.5 96.7 43,114 1,439 797 8 38 19 0 436 141 41,675 40,852 142 157 125 7 19 373 100.0 3.3 1.8 0.0 0.1 0.0 0.0 1.0 0.3 96.7 94.8 0.3 0.4 0.3 0.0 0.0 0.9 43,114 42,548 17,132 9,472 12,326 9,217 1,673 724 267 1,945 240 109 1,071 566 311 165 146 255 120 135 100.0 98.7 39.7 22.0 28.6 21.4 3.9 1.7 0.6 4.5 0.6 0.3 2.5 1.3 0.7 0.4 0.3 0.6 0.3 0.3 17,132 11,885 4,620 9,472 3,292 740 392 1,673 936 100.0 69.4 27.0 55.3 19.2 4.3 2.3 9.8 5.5 09/19/2011 �Subject Nonfamily households [7] Householder living alone Male 65 years and over Female 65 years and over Households with individuals under 18 years Households with individuals 65 years and over Average household size Average family size [7] HOUSING OCCUPANCY Total housing units Occupied housing units Vacant housing units For rent Rented, not occupied For sale only Sold, not occupied For seasonal, recreational, or occasional use All other vacants Homeowner vacancy rate (percent) [8] Rental vacancy rate (percent) [9] HOUSING TENURE Occupied housing units Owner-occupied housing units Population in owner-occupied housing units Average household size of owner-occupied units Number 5,247 4,526 2,094 639 2,432 1,434 5,098 5,307 2.48 2.97 Percent 30.6 26.4 12.2 3.7 14.2 8.4 29.8 31.0 (X) (X) 22,725 17,132 5,593 435 29 414 167 3,568 980 2.9 11.3 100.0 75.4 24.6 1.9 0.1 1.8 0.7 15.7 4.3 (X) (X) 17,132 13,739 34,308 2.50 100.0 80.2 (X) (X) Renter-occupied housing units Population in renter-occupied housing units Average household size of renter-occupied units 3,393 8,240 2.43 19.8 (X) (X) X Not applicable. [1] Other Asian alone, or two or more Asian categories. [2] Other Pacific Islander alone, or two or more Native Hawaiian and Other Pacific Islander categories. [3] One of the four most commonly reported multiple-race combinations nationwide in Census 2000. [4] In combination with one or more of the other races listed. The six numbers may add to more than the total population, and the six percentages may add to more than 100 percent because individuals may report more than one race. [5] This category is composed of people whose origins are from the Dominican Republic, Spain, and Spanish-speaking Central or South American countries. It also includes general origin responses such as "Latino" or "Hispanic." [6] "Spouse" represents spouse of the householder. It does not reflect all spouses in a household. Responses of "same-sex spouse" were edited during processing to "unmarried partner." [7] "Family households" consist of a householder and one or more other people related to the householder by birth, marriage, or adoption. They do not include same-sex married couples even if the marriage was performed in a state issuing marriage certificates for same-sex couples. Same-sex couple households are included in the family households category if there is at least one additional person related to the householder by birth or adoption. Same-sex couple households with no relatives of the householder present are tabulated in nonfamily households. "Nonfamily households" consist of people living alone and households which do not have any members related to the householder. [8] The homeowner vacancy rate is the proportion of the homeowner inventory that is vacant "for sale." It is computed by dividing the total number of vacant units "for sale only" by the sum of owner-occupied units, vacant units that are "for sale only," and vacant units that have been sold but not yet occupied; and then multiplying by 100. [9] The rental vacancy rate is the proportion of the rental inventory that is vacant "for rent." It is computed by dividing the total number of vacant units "for rent" by the sum of the renter-occupied units, vacant units that are "for rent," and vacant units that have been rented but not yet occupied; and then multiplying by 100. Source: U.S. Census Bureau, 2010 Census. 4 of 4 09/19/2011 �Sanilac County, Michigan - ACS Demographic and Housing Estimates: 2005-2009 U.S. Census Bureau . . -:, "k ~ c . Page 1 of 3 • Sanilac County, Michigan ACS Demographic and Housing Estimates: 2005-2009 Data Set: 2005-2009 American Community Survey 5-Year Estimates Survey: American Community Survey NOTE. Although the American Community Survey (ACS) produces population, demographic and housing unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the official estimates of the population for the nation, states, counties, cities and towns and estimates of housing units for states and counties. For more information on confidentiality protection, sampling error, nonsampling error, and definitions, see Survey Methodology. ACS Demographic and Housing Estimates SEX AND AGE Total population Male Female Estimate Margin of Error Percent Margin of Error Under 5 years 5 to 9 years 10 to 14 years 15 to 19 years 20 to 24 years 25 to 34 years 35 to 44 years 45 to 54 years 55 to 59 years 60 to 64 years 65 to 74 years 75 to 84 years 85 years and over Median age (years) I 43,291 21,581 21,710 ***** +/-73 +/-73 43,291 49.9% 50.1% (X) +/-0.2 +/-0.2 2,630 2,520 3,341 3,195 2,424 4,222 5,749 6,766 2,893 2,485 3,786 2,349 931 +/-52 +/-147 +/-143 +/-58 +/-47 +/-68 +/-55 +/-47 +/-164 +/-168 +/-35 +/-126 +/-134 6.1% 5.8% 7.7% 7.4% 5.6% 9.8% 13.3% 15.6% 6.7% 5.7% 8.7% 5.4% 2.2% +/-0.1 +/-0.3 +/-0.3 +/-0.1 +/-0.1 +/-0.2 +/-0.1 +/-0.1 +/-0.4 +/-0.4 +/-0.1 +/-0.3 +/-0.3 41.0 I +/-0.4 I (X) I (X) 18 years and over 21 years and over 62 years and over 65 years and over 32,743 31,086 8,441 7,066 +/-34 +/-111 +/-157 +/-41 75.6% 71.8% 19.5% 16.3% +/-0.1 +/-0.3 +/-0.4 +/-0.1 18 years and over Male Female 32,743 16,118 16,625 +/-34 +/-49 +/-43 32,743 49.2% 50.8% (X) +/-0.1 +/-0.1 65 years and over Male Female 7,066 3,106 3,960 +/-41 +/-23 +/-30 7,066 44.0% 56.0% (X) +/-0.2 +/-0.2 RACE Total population One race Two or more races 43,291 42,775 516 ***** +/-95 +/-95 43,291 98.8% 1.2% (X) +/-0.2 +/-0.2 One race White Black or African American American Indian and Alaska Native Cherokee tribal grouping Chippewa tribal grouping 42,775 41,758 143 265 6 89 +/-95 +/-143 +/-32 +/-63 +/-8 +/-48 98.8% 96.5% 0.3% 0.6% 0.0% 0.2% +/-0.2 +/-0.3 +/-0.1 +/-0.1 +/-0.1 +/-0.1 http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - ACS Demographic and Housing Estimates: 2005-2009 Page 2 of 3 ACS Demographic and Housing Estimates Estimate Margin of Error Percent Margin of Error Navajo tribal grouping 0 +/-109 0.0% +/-0.1 Sioux tribal grouping 0 +/-109 0.0% +/-0.1 Asian 156 +/-13 0.4% +/-0.1 Asian Indian 8 +/-12 0.0% +/-0.1 Chinese 76 +/-57 0.2% +/-0.1 Filipino 7 +/-9 0.0% +/-0.1 Japanese 10 +/-18 0.0% +/-0.1 Korean 39 +/-39 0.1% +/-0.1 Vietnamese 5 +/-12 0.0% +/-0.1 Other Asian 11 +/-11 0.0% +/-0.1 Native Hawaiian and Other Pacific Islander 4 +/-5 0.0% +/-0.1 Native Hawaiian 4 +/-5 0.0% +/-0.1 Guamanian or Chamorro 0 +/-109 0.0% +/-0.1 Samoan 0 +/-109 0.0% +/-0.1 Other Pacific Islander 0 +/-109 0.0% +/-0.1 Some other race 449 +/-140 1.0% +/-0.3 Two or more races 516 +/-95 1.2% +/-0.2 White and Black or African American 175 +/-35 0.4% +/-0.1 White and American Indian and Alaska Native 224 +/-71 0.5% +/-0.2 White and Asian 33 +/-32 0.1% +/-0.1 Black or African American and American Indian and Alaska Native 0 +/-109 0.0% +/-0.1 Race alone or in combination with one or more other races Total population White Black or African American American Indian and Alaska Native Asian Native Hawaiian and Other Pacific Islander Some other race 43,291 42,274 324 499 199 10 517 ***** +/-152 +/-16 +/-41 +/-33 +/-10 +/-142 43,291 97.7% 0.7% 1.2% 0.5% 0.0% 1.2% (X) +/-0.4 +/-0.1 +/-0.1 +/-0.1 +/-0.1 +/-0.3 HISPANIC OR LATINO AND RACE Total population Hispanic or Latino (of any race) Mexican Puerto Rican Cuban Other Hispanic or Latino Not Hispanic or Latino White alone Black or African American alone American Indian and Alaska Native alone Asian alone Native Hawaiian and Other Pacific Islander alone Some other race alone Two or more races Two races including Some other race Two races excluding Some other race, and Three or more races 43,291 1,304 1,158 20 3 123 41,987 41,031 134 245 156 4 13 404 15 389 ***** ***** +/-76 +/-17 +/-5 +/-73 ***** +/-27 +/-31 +/-59 +/-13 +/-5 +/-15 +/-67 +/-18 +/-62 43,291 3.0% 2.7% 0.0% 0.0% 0.3% 97.0% 94.8% 0.3% 0.6% 0.4% 0.0% 0.0% 0.9% 0.0% 0.9% (X) ***** +/-0.2 +/-0.1 +/-0.1 +/-0.2 ***** +/-0.1 +/-0.1 +/-0.1 +/-0.1 +/-0.1 +/-0.1 +/-0.2 +/-0.1 +/-0.1 22,154 +/-190 (X) (X) Total housing units Source: U.S. Census Bureau, 2005-2009 American Community Survey Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables. Notes: ·For more information on understanding race and Hispanic origin data, please see the Census 2000 Brief entitled, Overview of Race and Hispanic Origin, issued March 2001. (pdf format) ·The ACS questions on Hispanic origin and race were revised in 2008 to make them consistent with the Census 2010 question wording. Any changes in estimates for 2008 and beyond may be due to demographic changes, as well as factors including questionnaire changes, differences in ACS population controls, and methodological differences in the population estimates, and therefore should be used with caution. For a summary of questionnaire changes see http://www.census.gov/acs/www/methodology/questionnaire_changes/. For more information about changes in the estimates see http://www.census.gov/population/www/socdemo/hispanic/reports.html. ·While the 2005-2009 American Community Survey (ACS) data generally reflect the November 2008 Office of Management and Budget (OMB) definitions of metropolitan and micropolitan statistical areas; in certain instances the names, codes, and boundaries of the principal cities shown in ACS tables may differ from the OMB definitions due to differences in the effective dates of the geographic entities. ·Estimates of urban and rural population, housing units, and characteristics reflect boundaries of urban areas defined based on Census 2000 data. Boundaries for urban areas have not been updated since Census 2000. As a result, data for urban and rural areas from the ACS do not necessarily reflect the results of ongoing urbanization. http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - ACS Demographic and Housing Estimates: 2005-2009 Page 3 of 3 Explanation of Symbols: 1. An '**' entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a standard error and thus the margin of error. A statistical test is not appropriate. 2. An '-' entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate, or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended distribution. 3. An '-' following a median estimate means the median falls in the lowest interval of an open-ended distribution. 4. An '+' following a median estimate means the median falls in the upper interval of an open-ended distribution. 5. An '***' entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A statistical test is not appropriate. 6. An '*****' entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate. 7. An 'N' entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of sample cases is too small. 8. An '(X)' means that the estimate is not applicable or not available. r- http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 The letters PDF or symbol indicate a document is in the Portable Document Format (PDF). To view the file you will need the Adobe® Acrobat® Reader, which is available for free from the Adobe web site. \; ,_ �Sanilac County, Michigan - Selected Economic Characteristics: 2005-2009 U.S. Census Bureau . . -:, "k ~ c . Page 1 of 4 • Sanilac County, Michigan Selected Economic Characteristics: 2005-2009 Data Set: 2005-2009 American Community Survey 5-Year Estimates Survey: American Community Survey NOTE. Although the American Community Survey (ACS) produces population, demographic and housing unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the official estimates of the population for the nation, states, counties, cities and towns and estimates of housing units for states and counties. For more information on confidentiality protection, sampling error, nonsampling error, and definitions, see Survey Methodology. Selected Economic Characteristics EMPLOYMENT STATUS Population 16 years and over In labor force Civilian labor force Employed Unemployed Armed Forces Not in labor force Estimate Margin of Error Percent Margin of Error 34,047 20,414 20,407 17,901 2,506 7 13,633 +/-83 +/-376 +/-374 +/-378 +/-205 +/-7 +/-380 34,047 60.0% 59.9% 52.6% 7.4% 0.0% 40.0% (X) +/-1.1 +/-1.1 +/-1.1 +/-0.6 +/-0.1 +/-1.1 Civilian labor force Percent Unemployed 20,407 12.3% +/-374 +/-1.0 20,407 (X) (X) (X) Females 16 years and over In labor force Civilian labor force Employed 17,253 9,191 9,191 8,139 +/-79 +/-233 +/-233 +/-236 17,253 53.3% 53.3% 47.2% (X) +/-1.4 +/-1.4 +/-1.4 Own children under 6 years All parents in family in labor force 2,928 1,766 +/-98 +/-141 2,928 60.3% (X) +/-4.8 Own children 6 to 17 years All parents in family in labor force 7,065 4,975 +/-130 +/-326 7,065 70.4% (X) +/-4.3 17,504 13,793 1,661 96 644 250 1,060 +/-386 +/-399 +/-205 +/-53 +/-107 +/-63 +/-149 17,504 78.8% 9.5% 0.5% 3.7% 1.4% 6.1% (X) +/-1.4 +/-1.1 +/-0.3 +/-0.6 +/-0.4 +/-0.9 29.8 +/-1.1 (X) (X) 17,901 4,421 2,644 3,995 452 2,280 4,109 +/-378 +/-239 +/-206 +/-231 +/-82 +/-225 +/-283 17,901 24.7% 14.8% 22.3% 2.5% 12.7% 23.0% (X) +/-1.2 +/-1.1 +/-1.2 +/-0.5 +/-1.2 +/-1.5 COMMUTING TO WORK Workers 16 years and over Car, truck, or van -- drove alone Car, truck, or van -- carpooled Public transportation (excluding taxicab) Walked Other means Worked at home Mean travel time to work (minutes) OCCUPATION Civilian employed population 16 years and over Management, professional, and related occupations Service occupations Sales and office occupations Farming, fishing, and forestry occupations Construction, extraction, maintenance, and repair occupations Production, transportation, and material moving occupations INDUSTRY Civilian employed population 16 years and over 17,901 I +/-378 I 17,901 I (X) I http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - Selected Economic Characteristics: 2005-2009 Page 2 of 4 Selected Economic Characteristics Estimate Margin of Error Percent Margin of Error Agriculture, forestry, fishing and hunting, and mining 1,296 +/-138 7.2% +/-0.8 Construction 1,452 +/-165 8.1% +/-0.9 Manufacturing 4,192 +/-303 23.4% +/-1.6 Wholesale trade 414 +/-84 2.3% +/-0.5 Retail trade 2,203 +/-205 12.3% +/-1.1 Transportation and warehousing, and utilities 790 +/-107 4.4% +/-0.6 Information 252 +/-69 1.4% +/-0.4 Finance and insurance, and real estate and rental and leasing 569 +/-89 3.2% +/-0.5 Professional, scientific, and management, and administrative and waste management services 761 +/-154 4.3% +/-0.8 Educational services, and health care and social assistance 3,484 +/-217 19.5% +/-1.2 Arts, entertainment, and recreation, and accommodation and food services 1,079 +/-156 6.0% +/-0.9 Other services, except public administration 787 +/-125 4.4% +/-0.7 Public administration 622 +/-89 3.5% +/-0.5 CLASS OF WORKER Civilian employed population 16 years and over Private wage and salary workers Government workers Self-employed in own not incorporated business workers Unpaid family workers 17,901 13,814 2,045 1,921 121 +/-378 +/-362 +/-159 +/-158 +/-45 17,901 77.2% 11.4% 10.7% 0.7% (X) +/-1.2 +/-0.8 +/-0.9 +/-0.3 INCOME AND BENEFITS (IN 2009 INFLATION-ADJUSTED DOLLARS) Total households Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more Median household income (dollars) Mean household income (dollars) 16,951 1,431 1,120 2,461 2,371 3,011 3,449 1,743 1,001 218 146 40,146 48,729 +/-333 +/-162 +/-133 +/-180 +/-194 +/-214 +/-226 +/-171 +/-98 +/-48 +/-36 +/-1,257 +/-1,036 16,951 8.4% 6.6% 14.5% 14.0% 17.8% 20.3% 10.3% 5.9% 1.3% 0.9% (X) (X) (X) +/-1.0 +/-0.8 +/-1.0 +/-1.1 +/-1.2 +/-1.3 +/-1.0 +/-0.5 +/-0.3 +/-0.2 (X) (X) With earnings Mean earnings (dollars) With Social Security Mean Social Security income (dollars) With retirement income Mean retirement income (dollars) 12,328 49,353 5,789 15,220 3,777 16,921 +/-331 +/-942 +/-220 +/-355 +/-227 +/-957 72.7% (X) 34.2% (X) 22.3% (X) +/-1.3 (X) +/-1.1 (X) +/-1.2 (X) 638 9,002 511 2,484 2,254 +/-99 +/-784 +/-88 +/-394 +/-163 3.8% (X) 3.0% (X) 13.3% +/-0.6 (X) +/-0.5 (X) +/-0.9 Families Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more Median family income (dollars) Mean family income (dollars) 11,882 675 410 1,352 1,510 2,275 2,854 1,591 900 184 131 48,203 55,803 +/-295 +/-125 +/-81 +/-135 +/-153 +/-183 +/-227 +/-165 +/-102 +/-42 +/-34 +/-1,290 +/-1,334 11,882 5.7% 3.5% 11.4% 12.7% 19.1% 24.0% 13.4% 7.6% 1.5% 1.1% (X) (X) (X) +/-1.0 +/-0.7 +/-1.1 +/-1.3 +/-1.5 +/-1.8 +/-1.4 +/-0.8 +/-0.4 +/-0.3 (X) (X) Per capita income (dollars) 19,402 +/-415 (X) (X) Nonfamily households Median nonfamily income (dollars) Mean nonfamily income (dollars) 5,069 23,117 29,605 +/-252 +/-1,073 +/-1,443 5,069 (X) (X) (X) (X) (X) Median earnings for workers (dollars) 23,174 +/-907 (X) (X) With Supplemental Security Income Mean Supplemental Security Income (dollars) With cash public assistance income Mean cash public assistance income (dollars) With Food Stamp/SNAP benefits in the past 12 months http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - Selected Economic Characteristics: 2005-2009 Selected Economic Characteristics Median earnings for female full-time, year-round workers (dollars) HEALTH INSURANCE COVERAGE Civilian Noninstitutionalized Population With health insurance coverage With private health insurance coverage With public health coverage No health insurance coverage Civilian Noninstitutionalized Population Under 18 years No health insurance coverage Page 3 of 4 Estimate Margin of Error Percent Margin of Error 37,173 +/-1,039 (X) (X) 27,213 +/-882 (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) PERCENTAGE OF FAMILIES AND PEOPLE WHOSE INCOME IN THE PAST 12 MONTHS IS BELOW THE POVERTY LEVEL All families 10.6% +/-1.3 With related children under 18 years 16.8% +/-2.4 With related children under 5 years only 22.4% +/-6.3 Married couple families 5.7% +/-0.8 With related children under 18 years 7.3% +/-1.5 With related children under 5 years only 7.2% +/-4.0 Families with female householder, no husband present 36.5% +/-5.6 With related children under 18 years 47.3% +/-6.8 With related children under 5 years only 52.7% +/-16.2 (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) All people Under 18 years Related children under 18 years Related children under 5 years Related children 5 to 17 years 18 years and over 18 to 64 years 65 years and over People in families Unrelated individuals 15 years and over (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) 14.2% 19.9% 19.6% 27.5% 16.9% 12.4% 13.1% 9.7% 11.8% 27.0% (X) (X) (X) (X) (X) (X) (X) +/-1.3 +/-2.9 +/-2.9 +/-5.1 +/-3.0 +/-1.0 +/-1.1 +/-1.8 +/-1.4 +/-2.3 Source: U.S. Census Bureau, 2005-2009 American Community Survey Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables. Notes: ·Employment and unemployment estimates may vary from the official labor force data released by the Bureau of Labor Statistics because of differences in survey design and data collection. For guidance on differences in employment and unemployment estimates from different sources go to Labor Force Guidance. ·Workers include members of the Armed Forces and civilians who were at work last week. ·Occupation codes are 4-digit codes and are based on Standard Occupational Classification 2000. ·Industry codes are 4-digit codes and are based on the North American Industry Classification System 2002 and 2007. The 2005, 2006 and 2007 ACS data are coded using NAICS 2002 while the 2008 and 2009 ACS data use NAICS 2007 codes. Categories that differ between 2002 and 2007 NAICS are aggregated so that the 5 years of data are consistent in display and reflect the NAICS 2007 codes. The Industry categories adhere to the guidelines issued in Clarification Memorandum No. 2, "NAICS Alternate Aggregation Structure for Use By U.S. Statistical Agencies," issued by the Office of Management and Budget. ·Selected earnings and income data are not available for certain geographic areas due to problems with group quarters data collection and imputation. See the ACS User Notes for details. ·Logical coverage edits applying a rules-based assignment of Medicaid, Medicare and military health coverage were added in 2009 -- please see http://www.census.gov/hhes/www/hlthins/publications/coverage_edits_final.pdf for more details. ·While the 2005-2009 American Community Survey (ACS) data generally reflect the November 2008 Office of Management and Budget (OMB) definitions of metropolitan and micropolitan statistical areas; in certain instances the names, codes, and boundaries of the principal cities shown in ACS tables may differ from the OMB definitions due to differences in the effective dates of the geographic entities. ·Estimates of urban and rural population, housing units, and characteristics reflect boundaries of urban areas defined based on Census 2000 data. Boundaries for urban areas have not been updated since Census 2000. As a result, data for urban and rural areas from the ACS do not necessarily reflect the results of ongoing urbanization. Explanation of Symbols: 1. An '**' entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a standard error and thus the margin of error. A statistical test is not appropriate. 2. An '-' entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate, or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended distribution. 3. An '-' following a median estimate means the median falls in the lowest interval of an open-ended distribution. 4. An '+' following a median estimate means the median falls in the upper interval of an open-ended distribution. 5. An '***' entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A statistical test is not appropriate. 6. An '*****' entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate. 7. An 'N' entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - Selected Economic Characteristics: 2005-2009 Page 4 of 4 sample cases is too small. 8. An '(X)' means that the estimate is not applicable or not available. The letters PDF or symbol indicate a document is in the Portable Document Format (PDF). To view the file you will need the Adobe® Acrobat® Reader, which is available for free from the Adobe web site. http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - Selected Housing Characteristics: 2005-2009 U.S. Census Bureau . . -:, "k ~ c . Page 1 of 4 • Sanilac County, Michigan Selected Housing Characteristics: 2005-2009 Data Set: 2005-2009 American Community Survey 5-Year Estimates Survey: American Community Survey NOTE. Although the American Community Survey (ACS) produces population, demographic and housing unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the official estimates of the population for the nation, states, counties, cities and towns and estimates of housing units for states and counties. For more information on confidentiality protection, sampling error, nonsampling error, and definitions, see Survey Methodology. Selected Housing Characteristics HOUSING OCCUPANCY Total housing units Occupied housing units Vacant housing units Estimate Margin of Error Percent Margin of Error 22,154 16,951 5,203 +/-190 +/-333 +/-241 22,154 76.5% 23.5% (X) +/-1.1 +/-1.1 3.6 10.8 +/-1.0 +/-3.9 (X) (X) (X) (X) UNITS IN STRUCTURE Total housing units 1-unit, detached 1-unit, attached 2 units 3 or 4 units 5 to 9 units 10 to 19 units 20 or more units Mobile home Boat, RV, van, etc. 22,154 17,739 240 291 170 447 302 272 2,689 4 +/-190 +/-314 +/-71 +/-98 +/-60 +/-100 +/-80 +/-79 +/-199 +/-6 22,154 80.1% 1.1% 1.3% 0.8% 2.0% 1.4% 1.2% 12.1% 0.0% (X) +/-1.2 +/-0.3 +/-0.4 +/-0.3 +/-0.4 +/-0.4 +/-0.4 +/-0.9 +/-0.1 YEAR STRUCTURE BUILT Total housing units Built 2005 or later Built 2000 to 2004 Built 1990 to 1999 Built 1980 to 1989 Built 1970 to 1979 Built 1960 to 1969 Built 1950 to 1959 Built 1940 to 1949 Built 1939 or earlier 22,154 310 1,296 3,235 2,119 3,500 2,441 2,430 1,787 5,036 +/-190 +/-81 +/-160 +/-246 +/-185 +/-293 +/-223 +/-184 +/-210 +/-315 22,154 1.4% 5.8% 14.6% 9.6% 15.8% 11.0% 11.0% 8.1% 22.7% (X) +/-0.4 +/-0.7 +/-1.1 +/-0.8 +/-1.3 +/-1.0 +/-0.8 +/-0.9 +/-1.4 ROOMS Total housing units 1 room 2 rooms 3 rooms 4 rooms 5 rooms 6 rooms 7 rooms 8 rooms 9 rooms or more Median rooms 22,154 92 259 1,223 3,089 4,969 5,140 3,465 1,856 2,061 5.8 +/-190 +/-72 +/-73 +/-186 +/-241 +/-322 +/-294 +/-214 +/-209 +/-204 +/-0.1 22,154 0.4% 1.2% 5.5% 13.9% 22.4% 23.2% 15.6% 8.4% 9.3% (X) (X) +/-0.3 +/-0.3 +/-0.8 +/-1.1 +/-1.5 +/-1.3 +/-0.9 +/-0.9 +/-0.9 (X) Homeowner vacancy rate Rental vacancy rate http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - Selected Housing Characteristics: 2005-2009 Selected Housing Characteristics I Estimate Page 2 of 4 I I Margin of Error Percent I Margin of Error BEDROOMS Total housing units No bedroom 1 bedroom 2 bedrooms 3 bedrooms 4 bedrooms 5 or more bedrooms 22,154 141 1,173 6,125 10,487 3,155 1,073 +/-190 +/-82 +/-146 +/-283 +/-328 +/-222 +/-144 22,154 0.6% 5.3% 27.6% 47.3% 14.2% 4.8% (X) +/-0.4 +/-0.7 +/-1.2 +/-1.5 +/-1.0 +/-0.7 HOUSING TENURE Occupied housing units Owner-occupied Renter-occupied 16,951 13,950 3,001 +/-333 +/-320 +/-255 16,951 82.3% 17.7% (X) +/-1.4 +/-1.4 2.55 2.40 +/-0.05 +/-0.13 (X) (X) (X) (X) YEAR HOUSEHOLDER MOVED INTO UNIT Occupied housing units Moved in 2005 or later Moved in 2000 to 2004 Moved in 1990 to 1999 Moved in 1980 to 1989 Moved in 1970 to 1979 Moved in 1969 or earlier 16,951 3,052 3,905 4,572 2,215 1,565 1,642 +/-333 +/-235 +/-243 +/-226 +/-199 +/-110 +/-154 16,951 18.0% 23.0% 27.0% 13.1% 9.2% 9.7% (X) +/-1.3 +/-1.4 +/-1.3 +/-1.1 +/-0.6 +/-0.9 VEHICLES AVAILABLE Occupied housing units No vehicles available 1 vehicle available 2 vehicles available 3 or more vehicles available 16,951 816 5,265 7,116 3,754 +/-333 +/-105 +/-269 +/-300 +/-230 16,951 4.8% 31.1% 42.0% 22.1% (X) +/-0.6 +/-1.4 +/-1.5 +/-1.3 HOUSE HEATING FUEL Occupied housing units Utility gas Bottled, tank, or LP gas Electricity Fuel oil, kerosene, etc. Coal or coke Wood Solar energy Other fuel No fuel used 16,951 7,231 5,150 1,484 1,576 7 1,142 0 291 70 +/-333 +/-305 +/-251 +/-177 +/-133 +/-6 +/-117 +/-109 +/-61 +/-30 16,951 42.7% 30.4% 8.8% 9.3% 0.0% 6.7% 0.0% 1.7% 0.4% (X) +/-1.6 +/-1.4 +/-1.0 +/-0.8 +/-0.1 +/-0.7 +/-0.2 +/-0.4 +/-0.2 SELECTED CHARACTERISTICS Occupied housing units Lacking complete plumbing facilities Lacking complete kitchen facilities No telephone service available 16,951 104 148 966 +/-333 +/-40 +/-52 +/-123 16,951 0.6% 0.9% 5.7% (X) +/-0.2 +/-0.3 +/-0.7 OCCUPANTS PER ROOM Occupied housing units 1.00 or less 1.01 to 1.50 1.51 or more 16,951 16,668 227 56 +/-333 +/-333 +/-56 +/-27 16,951 98.3% 1.3% 0.3% (X) +/-0.3 +/-0.3 +/-0.2 13,950 1,285 4,095 3,529 2,470 1,500 799 202 70 120,100 +/-320 +/-131 +/-226 +/-216 +/-195 +/-149 +/-105 +/-43 +/-29 +/-2,717 13,950 9.2% 29.4% 25.3% 17.7% 10.8% 5.7% 1.4% 0.5% (X) (X) +/-0.9 +/-1.4 +/-1.4 +/-1.3 +/-1.0 +/-0.8 +/-0.3 +/-0.2 (X) Average household size of owner-occupied unit Average household size of renter-occupied unit VALUE Owner-occupied units Less than $50,000 $50,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 to $299,999 $300,000 to $499,999 $500,000 to $999,999 $1,000,000 or more Median (dollars) http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - Selected Housing Characteristics: 2005-2009 Selected Housing Characteristics I Estimate MORTGAGE STATUS Owner-occupied units Housing units with a mortgage Housing units without a mortgage Page 3 of 4 I Margin of Error Percent I I Margin of Error 13,950 7,970 5,980 +/-320 +/-312 +/-233 13,950 57.1% 42.9% (X) +/-1.6 +/-1.6 SELECTED MONTHLY OWNER COSTS (SMOC) Housing units with a mortgage Less than $300 $300 to $499 $500 to $699 $700 to $999 $1,000 to $1,499 $1,500 to $1,999 $2,000 or more Median (dollars) 7,970 20 234 811 1,953 2,903 1,372 677 1,144 +/-312 +/-17 +/-59 +/-111 +/-184 +/-184 +/-160 +/-101 +/-27 7,970 0.3% 2.9% 10.2% 24.5% 36.4% 17.2% 8.5% (X) (X) +/-0.2 +/-0.7 +/-1.3 +/-1.9 +/-2.3 +/-1.8 +/-1.2 (X) Housing units without a mortgage Less than $100 $100 to $199 $200 to $299 $300 to $399 $400 or more Median (dollars) 5,980 34 540 1,322 1,301 2,783 384 +/-233 +/-16 +/-105 +/-130 +/-117 +/-166 +/-10 5,980 0.6% 9.0% 22.1% 21.8% 46.5% (X) (X) +/-0.3 +/-1.7 +/-1.9 +/-1.8 +/-2.4 (X) SELECTED MONTHLY OWNER COSTS AS A PERCENTAGE OF HOUSEHOLD INCOME (SMOCAPI) Housing units with a mortgage (excluding units where SMOCAPI cannot be computed) 7,923 Less than 20.0 percent 2,271 20.0 to 24.9 percent 1,310 25.0 to 29.9 percent 1,018 30.0 to 34.9 percent 764 35.0 percent or more 2,560 +/-310 +/-191 +/-151 +/-120 +/-110 +/-210 7,923 28.7% 16.5% 12.8% 9.6% 32.3% (X) +/-2.1 +/-1.8 +/-1.4 +/-1.3 +/-2.3 47 +/-32 (X) (X) 5,918 +/-236 5,918 (X) 1,921 1,184 882 487 388 216 840 +/-160 +/-115 +/-119 +/-75 +/-70 +/-57 +/-104 32.5% 20.0% 14.9% 8.2% 6.6% 3.6% 14.2% +/-2.2 +/-1.8 +/-2.0 +/-1.2 +/-1.2 +/-0.9 +/-1.7 62 +/-36 (X) (X) 2,490 118 98 665 865 567 171 6 581 +/-219 +/-46 +/-37 +/-118 +/-125 +/-129 +/-57 +/-9 +/-27 2,490 4.7% 3.9% 26.7% 34.7% 22.8% 6.9% 0.2% (X) (X) +/-1.8 +/-1.5 +/-4.1 +/-4.3 +/-4.4 +/-2.2 +/-0.3 (X) 511 +/-130 (X) (X) 2,429 284 218 316 268 319 1,024 +/-209 +/-76 +/-65 +/-85 +/-71 +/-92 +/-130 2,429 11.7% 9.0% 13.0% 11.0% 13.1% 42.2% (X) +/-2.8 +/-2.6 +/-3.3 +/-2.9 +/-3.5 +/-4.6 Not computed Housing unit without a mortgage (excluding units where SMOCAPI cannot be computed) Less than 10.0 percent 10.0 to 14.9 percent 15.0 to 19.9 percent 20.0 to 24.9 percent 25.0 to 29.9 percent 30.0 to 34.9 percent 35.0 percent or more Not computed GROSS RENT Occupied units paying rent Less than $200 $200 to $299 $300 to $499 $500 to $749 $750 to $999 $1,000 to $1,499 $1,500 or more Median (dollars) No rent paid GROSS RENT AS A PERCENTAGE OF HOUSEHOLD INCOME (GRAPI) Occupied units paying rent (excluding units where GRAPI cannot be computed) Less than 15.0 percent 15.0 to 19.9 percent 20.0 to 24.9 percent 25.0 to 29.9 percent 30.0 to 34.9 percent 35.0 percent or more I I I I http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - Selected Housing Characteristics: 2005-2009 Selected Housing Characteristics Not computed Source: U.S. Census Bureau, 2005-2009 American Community Survey Estimate 572 Page 4 of 4 Margin of Error Percent +/-135 (X) I I Margin of Error (X) Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables. Notes: ·Caution should be used when comparing data for Number of Rooms between 2008 and 2009. A data collection error was identified for 2008 impacting the "1 room" category. For more information please see Errata Note #54. ·Caution should be used when comparing data for Number of Bedrooms between 2008 and 2009. A data collection error was identified for 2008 impacting the "0 bedrooms" category. For more information please see Errata Note #54. ·The 2005-2009 plumbing data for Puerto Rico will not be shown. Research indicates that the questions on plumbing facilities that were introduced in 2008 in the stateside American Community Survey and the 2008 Puerto Rico Community Survey may not have been appropriate for Puerto Rico. ·Caution should be used when comparing data for Telephone Service Availability between 2008 and 2009. A data collection error was identified for 2008 impacting the "no" category and underreporting those who did not have telephone service available. For more information please see Errata Note #53. ·Caution should be used when comparing data for Occupants per Room between 2008 and 2009. A data collection error was identified for 2008 impacting the "1 room" category. For more information please see Errata Note #54. ·In prior years, the universe included all owner-occupied units with a mortgage. It is now restricted to include only those units where SMOCAPI is computed, that is, SMOC and household income are valid values. ·In prior years, the universe included all owner-occupied units without a mortgage. It is now restricted to include only those units where SMOCAPI is computed, that is, SMOC and household income are valid values. ·In prior years, the universe included all renter-occupied units. It is now restricted to include only those units where GRAPI is computed, that is, gross rent and household Income are valid values. ·The median gross rent excludes no cash renters. ·While the 2005-2009 American Community Survey (ACS) data generally reflect the November 2008 Office of Management and Budget (OMB) definitions of metropolitan and micropolitan statistical areas; in certain instances the names, codes, and boundaries of the principal cities shown in ACS tables may differ from the OMB definitions due to differences in the effective dates of the geographic entities. ·Estimates of urban and rural population, housing units, and characteristics reflect boundaries of urban areas defined based on Census 2000 data. Boundaries for urban areas have not been updated since Census 2000. As a result, data for urban and rural areas from the ACS do not necessarily reflect the results of ongoing urbanization. Explanation of Symbols: 1. An '**' entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a standard error and thus the margin of error. A statistical test is not appropriate. 2. An '-' entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate, or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended distribution. 3. An '-' following a median estimate means the median falls in the lowest interval of an open-ended distribution. 4. An '+' following a median estimate means the median falls in the upper interval of an open-ended distribution. 5. An '***' entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A statistical test is not appropriate. 6. An '*****' entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate. 7. An 'N' entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of sample cases is too small. 8. An '(X)' means that the estimate is not applicable or not available. http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-qr_nam... 11/3/2011 �Sanilac County, Michigan - Selected Social Characteristics in the United States: 2005-2009 Page 1 of 4 U.S. Census Bureau . . -:, "k ~ c . • Sanilac County, Michigan Selected Social Characteristics in the United States: 2005-2009 Data Set: 2005-2009 American Community Survey 5-Year Estimates Survey: American Community Survey NOTE. Although the American Community Survey (ACS) produces population, demographic and housing unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the official estimates of the population for the nation, states, counties, cities and towns and estimates of housing units for states and counties. For more information on confidentiality protection, sampling error, nonsampling error, and definitions, see Survey Methodology. Selected Social Characteristics in the United States HOUSEHOLDS BY TYPE Total households Family households (families) With own children under 18 years Married-couple family With own children under 18 years Male householder, no wife present, family With own children under 18 years Female householder, no husband present, family With own children under 18 years Nonfamily households Householder living alone 65 years and over Estimate Margin of Error Percent Margin of Error 16,951 11,882 4,985 9,672 3,587 677 411 1,533 987 5,069 4,354 1,899 +/-333 +/-295 +/-221 +/-330 +/-214 +/-104 +/-83 +/-161 +/-134 +/-252 +/-229 +/-138 16,951 70.1% 29.4% 57.1% 21.2% 4.0% 2.4% 9.0% 5.8% 29.9% 25.7% 11.2% (X) +/-1.3 +/-1.2 +/-1.5 +/-1.2 +/-0.6 +/-0.5 +/-1.0 +/-0.8 +/-1.3 +/-1.3 +/-0.8 5,385 4,829 +/-230 +/-169 31.8% 28.5% +/-1.3 +/-0.8 2.52 3.02 +/-0.04 +/-0.06 (X) (X) (X) (X) RELATIONSHIP Population in households Householder Spouse Child Other relatives Nonrelatives Unmarried partner 42,749 16,951 9,731 12,742 1,478 1,847 975 +/-370 +/-333 +/-316 +/-305 +/-282 +/-211 +/-138 42,749 39.7% 22.8% 29.8% 3.5% 4.3% 2.3% (X) +/-0.7 +/-0.7 +/-0.8 +/-0.7 +/-0.5 +/-0.3 MARITAL STATUS Males 15 years and over Never married Now married, except separated Separated Widowed Divorced 17,184 4,781 10,023 211 536 1,633 +/-46 +/-207 +/-294 +/-74 +/-89 +/-182 17,184 27.8% 58.3% 1.2% 3.1% 9.5% (X) +/-1.2 +/-1.7 +/-0.4 +/-0.5 +/-1.1 Females 15 years and over Never married Now married, except separated Separated Widowed Divorced 17,616 3,398 10,155 194 1,989 1,880 +/-45 +/-177 +/-317 +/-66 +/-123 +/-190 17,616 19.3% 57.6% 1.1% 11.3% 10.7% (X) +/-1.0 +/-1.8 +/-0.4 +/-0.7 +/-1.1 Households with one or more people under 18 years Households with one or more people 65 years and over Average household size Average family size FERTILITY I I I I http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-context... 11/3/2011 �Sanilac County, Michigan - Selected Social Characteristics in the United States: 2005-2009 Page 2 of 4 Selected Social Characteristics in the United States Estimate Margin of Error Percent Margin of Error Number of women 15 to 50 years old who had a birth in the past 12 months 520 +/-101 520 (X) Unmarried women (widowed, divorced, and never married) 190 +/-58 36.5% +/-9.3 Per 1,000 unmarried women 45 +/-14 (X) (X) Per 1,000 women 15 to 50 years old 54 +/-11 (X) (X) Per 1,000 women 15 to 19 years old 23 +/-10 (X) (X) Per 1,000 women 20 to 34 years old 135 +/-30 (X) (X) Per 1,000 women 35 to 50 years old 10 +/-5 (X) (X) GRANDPARENTS Number of grandparents living with own grandchildren under 18 years Responsible for grandchildren Years responsible for grandchildren Less than 1 year 1 or 2 years 3 or 4 years 5 or more years 551 269 +/-104 +/-65 551 48.8% (X) +/-9.8 71 50 43 105 +/-38 +/-27 +/-29 +/-44 12.9% 9.1% 7.8% 19.1% +/-6.9 +/-4.8 +/-4.8 +/-7.5 269 156 220 +/-65 +/-47 +/-62 269 58.0% 81.8% (X) +/-10.3 +/-9.5 SCHOOL ENROLLMENT Population 3 years and over enrolled in school Nursery school, preschool Kindergarten Elementary school (grades 1-8) High school (grades 9-12) College or graduate school 10,349 643 433 4,820 2,723 1,730 +/-267 +/-107 +/-92 +/-154 +/-145 +/-177 10,349 6.2% 4.2% 46.6% 26.3% 16.7% (X) +/-1.0 +/-0.9 +/-1.7 +/-1.2 +/-1.5 EDUCATIONAL ATTAINMENT Population 25 years and over Less than 9th grade 9th to 12th grade, no diploma High school graduate (includes equivalency) Some college, no degree Associate's degree Bachelor's degree Graduate or professional degree 29,181 1,490 3,291 12,944 6,145 2,142 1,863 1,306 +/-59 +/-245 +/-212 +/-394 +/-292 +/-163 +/-176 +/-139 29,181 5.1% 11.3% 44.4% 21.1% 7.3% 6.4% 4.5% (X) +/-0.8 +/-0.7 +/-1.3 +/-1.0 +/-0.6 +/-0.6 +/-0.5 Percent high school graduate or higher Percent bachelor's degree or higher 83.6% 10.9% +/-1.0 +/-0.8 (X) (X) (X) (X) VETERAN STATUS Civilian population 18 years and over Civilian veterans 32,736 3,453 +/-34 +/-181 32,736 10.5% (X) +/-0.6 DISABILITY STATUS OF THE CIVILIAN NONINSTITUTIONALIZED POPULATION Total Civilian Noninstitutionalized Population With a disability (X) (X) (X) (X) (X) (X) (X) (X) Under 18 years With a disability (X) (X) (X) (X) (X) (X) (X) (X) 18 to 64 years With a disability (X) (X) (X) (X) (X) (X) (X) (X) 65 years and over With a disability (X) (X) (X) (X) (X) (X) (X) (X) 42,821 37,790 4,993 3,309 1,684 1,383 301 38 +/-94 +/-604 +/-594 +/-522 +/-268 +/-248 +/-93 +/-21 42,821 88.3% 11.7% 7.7% 3.9% 3.2% 0.7% 0.1% (X) +/-1.4 +/-1.4 +/-1.2 +/-0.6 +/-0.6 +/-0.2 +/-0.1 Number of grandparents responsible for own grandchildren under 18 years Who are female Who are married RESIDENCE 1 YEAR AGO Population 1 year and over Same house Different house in the U.S. Same county Different county Same state Different state Abroad PLACE OF BIRTH http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-context... 11/3/2011 �Sanilac County, Michigan - Selected Social Characteristics in the United States: 2005-2009 Page 3 of 4 Selected Social Characteristics in the United States Native Born in United States State of residence Different state Born in Puerto Rico, U.S. Island areas, or born abroad to American parent(s) Foreign born Estimate Margin of Error Percent Margin of Error 43,291 ***** 43,291 (X) 42,703 +/-100 98.6% +/-0.2 42,402 +/-168 97.9% +/-0.4 38,412 +/-353 88.7% +/-0.8 3,990 +/-322 9.2% +/-0.7 301 +/-123 0.7% +/-0.3 588 +/-100 1.4% +/-0.2 U.S. CITIZENSHIP STATUS Foreign-born population Naturalized U.S. citizen Not a U.S. citizen 588 377 211 +/-100 +/-85 +/-55 588 64.1% 35.9% (X) +/-8.0 +/-8.0 YEAR OF ENTRY Population born outside the United States 889 +/-168 889 (X) Native Entered 2000 or later Entered before 2000 301 22 279 +/-123 +/-35 +/-109 301 7.3% 92.7% (X) +/-10.6 +/-10.6 Foreign born Entered 2000 or later Entered before 2000 588 42 546 +/-100 +/-21 +/-98 588 7.1% 92.9% (X) +/-3.5 +/-3.5 WORLD REGION OF BIRTH OF FOREIGN BORN Foreign-born population, excluding population born at sea Europe Asia Africa Oceania Latin America Northern America 588 281 120 0 0 56 131 +/-100 +/-75 +/-48 +/-109 +/-109 +/-31 +/-45 588 47.8% 20.4% 0.0% 0.0% 9.5% 22.3% (X) +/-8.5 +/-7.8 +/-4.6 +/-4.6 +/-5.0 +/-7.4 LANGUAGE SPOKEN AT HOME Population 5 years and over English only Language other than English Speak English less than "very well" Spanish Speak English less than "very well" Other Indo-European languages Speak English less than "very well" Asian and Pacific Islander languages Speak English less than "very well" Other languages Speak English less than "very well" 40,661 38,969 1,692 491 682 157 852 242 124 92 34 0 +/-52 +/-222 +/-215 +/-88 +/-90 +/-56 +/-203 +/-65 +/-43 +/-47 +/-20 +/-109 40,661 95.8% 4.2% 1.2% 1.7% 0.4% 2.1% 0.6% 0.3% 0.2% 0.1% 0.0% (X) +/-0.5 +/-0.5 +/-0.2 +/-0.2 +/-0.1 +/-0.5 +/-0.2 +/-0.1 +/-0.1 +/-0.1 +/-0.1 ANCESTRY Total population American Arab Czech Danish Dutch English French (except Basque) French Canadian German Greek Hungarian Irish Italian Lithuanian Norwegian Polish Portuguese Russian Scotch-Irish Scottish Slovak 43,291 3,064 106 149 269 1,050 5,768 2,620 1,104 13,927 65 388 5,542 1,692 60 208 4,695 27 492 850 1,934 51 ***** +/-390 +/-60 +/-45 +/-84 +/-188 +/-404 +/-355 +/-204 +/-587 +/-38 +/-81 +/-387 +/-325 +/-26 +/-66 +/-368 +/-20 +/-214 +/-135 +/-203 +/-25 43,291 7.1% 0.2% 0.3% 0.6% 2.4% 13.3% 6.1% 2.6% 32.2% 0.2% 0.9% 12.8% 3.9% 0.1% 0.5% 10.8% 0.1% 1.1% 2.0% 4.5% 0.1% (X) +/-0.9 +/-0.1 +/-0.1 +/-0.2 +/-0.4 +/-0.9 +/-0.8 +/-0.5 +/-1.4 +/-0.1 +/-0.2 +/-0.9 +/-0.7 +/-0.1 +/-0.2 +/-0.9 +/-0.1 +/-0.5 +/-0.3 +/-0.5 +/-0.1 http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-context... 11/3/2011 �Sanilac County, Michigan - Selected Social Characteristics in the United States: 2005-2009 Page 4 of 4 Selected Social Characteristics in the United States Swedish Swiss Ukrainian Welsh West Indian (excluding Hispanic origin groups) Source: U.S. Census Bureau, 2005-2009 American Community Survey Estimate Margin of Error Percent Margin of Error 24 +/-19 0.1% +/-0.1 414 +/-105 1.0% +/-0.2 212 +/-73 0.5% +/-0.2 181 +/-68 0.4% +/-0.2 214 +/-77 0.5% +/-0.2 13 +/-12 0.0% +/-0.1 Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables. Notes: ·Ancestry listed in this table refers to the total number of people who responded with a particular ancestry; for example, the estimate given for Russian represents the number of people who listed Russian as either their first or second ancestry. This table lists only the largest ancestry groups; see the Detailed Tables for more categories. Race and Hispanic origin groups are not included in this table because official data for those groups come from the Race and Hispanic origin questions rather than the ancestry question (see Demographic Table). ·The Census Bureau introduced a new set of disability questions in the 2008 ACS questionnaire. Because of contextual differences between the 20082009 disability data and disability data collected in prior years, the Census Bureau is unable to combine the 5 years of disability data in order to produce the multi-year estimate that would appear in this table. Multi-year estimates of disability status will become available once five consecutive years of data are collected. For more information about the differences between the 2008 and prior years' disability questions, see Review of Changes to the Measurement of Disability in the 2008 ACS. ·Data for year of entry of the native population reflect the year of entry into the U.S. by people who were born in Puerto Rico, U.S. Island Areas or born outside the U.S. to a U.S. citizen parent and who subsequently moved to the U.S. ·While the 2005-2009 American Community Survey (ACS) data generally reflect the November 2008 Office of Management and Budget (OMB) definitions of metropolitan and micropolitan statistical areas; in certain instances the names, codes, and boundaries of the principal cities shown in ACS tables may differ from the OMB definitions due to differences in the effective dates of the geographic entities. ·Estimates of urban and rural population, housing units, and characteristics reflect boundaries of urban areas defined based on Census 2000 data. Boundaries for urban areas have not been updated since Census 2000. As a result, data for urban and rural areas from the ACS do not necessarily reflect the results of ongoing urbanization. Explanation of Symbols: 1. An '**' entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a standard error and thus the margin of error. A statistical test is not appropriate. 2. An '-' entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate, or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended distribution. 3. An '-' following a median estimate means the median falls in the lowest interval of an open-ended distribution. 4. An '+' following a median estimate means the median falls in the upper interval of an open-ended distribution. 5. An '***' entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A statistical test is not appropriate. 6. An '*****' entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate. 7. An 'N' entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of sample cases is too small. 8. An '(X)' means that the estimate is not applicable or not available. The letters PDF or symbol indicate a document is in the Portable Document Format (PDF). To view the file you will need the Adobe® Acrobat® Reader, which is available for free from the Adobe web site. http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=05000US26151&-context... 11/3/2011 �SEX AND AGE Total population Median age65 years and over RACE One Race Two or More Races HISPANIC OR LATINO RELATIONSHIP Total population Total population In households White Black or African Ameri American Indian and AAsian Some Other Race GEOGRAPHNumber Number Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Sanilac Cou 43114 42.8 7579 17.6 42600 98.8 41649 96.6 150 0.3 195 0.5 144 0.3 455 1.1 514 1.2 43114 100 42548 98.7 Argyle tow 759 40 96 12.6 756 99.6 740 97.5 2 0.3 8 1.1 4 0.5 2 0.3 3 0.4 759 100 759 100 Austin tow 665 43.2 118 17.7 665 100 664 99.8 0 0 1 0.2 0 0 0 0 0 0 665 100 665 100 Bridgeham 854 40.8 118 13.8 840 98.4 823 96.4 0 0 5 0.6 3 0.4 9 1.1 14 1.6 854 100 854 100 Brown City 1316 37.3 196 14.9 1290 98 1279 97.2 1 0.1 2 0.2 1 0.1 7 0.5 26 2 1316 100 1296 98.5 Buel towns 1265 42.6 243 19.2 1254 99.1 1238 97.9 0 0 3 0.2 1 0.1 12 0.9 11 0.9 1265 100 1259 99.5 Croswell cit 2447 38.8 348 14.2 2404 98.2 2243 91.7 12 0.5 18 0.7 5 0.2 126 5.1 43 1.8 2447 100 2436 99.6 Custer tow 1006 45.9 197 19.6 988 98.2 967 96.1 1 0.1 4 0.4 6 0.6 10 1 18 1.8 1006 100 996 99 Delaware t 856 49.1 191 22.3 852 99.5 847 98.9 2 0.2 2 0.2 0 0 1 0.1 4 0.5 856 100 856 100 Elk townsh 1526 42 242 15.9 1502 98.4 1472 96.5 6 0.4 16 1 1 0.1 7 0.5 24 1.6 1526 100 1500 98.3 Elmer town 806 44.1 117 14.5 800 99.3 767 95.2 2 0.2 2 0.2 9 1.1 20 2.5 6 0.7 806 100 806 100 Evergreen t 924 35.8 118 12.8 915 99 901 97.5 7 0.8 4 0.4 0 0 3 0.3 9 1 924 100 918 99.4 Flynn town 1050 35.8 128 12.2 1039 99 1032 98.3 0 0 1 0.1 0 0 6 0.6 11 1 1050 100 1043 99.3 Forester to 1011 52.4 269 26.6 1004 99.3 989 97.8 1 0.1 6 0.6 4 0.4 4 0.4 7 0.7 1011 100 1011 100 Fremont to 1051 38.9 113 10.8 1040 99 1012 96.3 1 0.1 7 0.7 3 0.3 17 1.6 11 1 1051 100 1051 100 Greenleaf t 781 41 131 16.8 780 99.9 769 98.5 0 0 9 1.2 0 0 2 0.3 1 0.1 781 100 781 100 Lamotte to 919 41.1 161 17.5 906 98.6 893 97.2 6 0.7 4 0.4 1 0.1 2 0.2 13 1.4 919 100 913 99.3 Lexington t 3658 49 892 24.4 3619 98.9 3545 96.9 9 0.2 5 0.1 9 0.2 51 1.4 39 1.1 3658 100 3647 99.7 Maple Valle 1221 35.8 142 11.6 1217 99.7 1207 98.9 3 0.2 4 0.3 3 0.2 0 0 4 0.3 1221 100 1221 100 Marion tow 1659 42 326 19.7 1637 98.7 1597 96.3 3 0.2 12 0.7 3 0.2 22 1.3 22 1.3 1659 100 1593 96 Marlette ci 1875 39.4 323 17.2 1835 97.9 1799 95.9 5 0.3 11 0.6 13 0.7 7 0.4 40 2.1 1875 100 1800 96 Marlette to 1763 42.8 276 15.7 1740 98.7 1704 96.7 6 0.3 5 0.3 2 0.1 23 1.3 23 1.3 1763 100 1763 100 Minden tow 545 43 79 14.5 539 98.9 532 97.6 0 0 3 0.6 1 0.2 3 0.6 6 1.1 545 100 545 100 Moore tow 1203 39 170 14.1 1194 99.3 1181 98.2 0 0 6 0.5 0 0 5 0.4 9 0.7 1203 100 1183 98.3 Sandusky c 2679 41.4 486 18.1 2641 98.6 2528 94.4 41 1.5 7 0.3 30 1.1 35 1.3 38 1.4 2679 100 2430 90.7 Sanilac tow 2431 50.9 594 24.4 2405 98.9 2371 97.5 5 0.2 8 0.3 13 0.5 8 0.3 26 1.1 2431 100 2413 99.3 Speaker tow 1483 41.6 192 12.9 1470 99.1 1440 97.1 10 0.7 10 0.7 1 0.1 7 0.5 13 0.9 1483 100 1476 99.5 Washingto 1659 40.5 273 16.5 1626 98 1589 95.8 10 0.6 6 0.4 15 0.9 6 0.4 33 2 1659 100 1644 99.1 Watertown 1320 42.4 183 13.9 1310 99.2 1289 97.7 5 0.4 1 0.1 8 0.6 7 0.5 10 0.8 1320 100 1315 99.6 Wheatland 488 40.6 90 18.4 476 97.5 455 93.2 0 0 8 1.6 0 0 13 2.7 12 2.5 488 100 488 100 Worth tow 3894 45.3 767 19.7 3856 99 3776 97 12 0.3 17 0.4 8 0.2 40 1 38 1 3894 100 3886 99.8 Applegate v 248 34.6 30 12.1 248 100 231 93.1 8 3.2 0 0 6 2.4 3 1.2 0 0 248 100 248 100 Brown City 1325 37.3 197 14.9 1299 98 1288 97.2 1 0.1 2 0.2 1 0.1 7 0.5 26 2 1325 100 1305 98.5 Carsonville 527 35.6 54 10.2 510 96.8 499 94.7 1 0.2 1 0.2 3 0.6 6 1.1 17 3.2 527 100 521 98.9 Croswell cit 2447 38.8 348 14.2 2404 98.2 2243 91.7 12 0.5 18 0.7 5 0.2 126 5.1 43 1.8 2447 100 2436 99.6 Deckerville 830 38.6 177 21.3 819 98.7 786 94.7 2 0.2 12 1.4 1 0.1 18 2.2 11 1.3 830 100 764 92 Forestville 136 55.5 34 25 135 99.3 132 97.1 0 0 2 1.5 0 0 1 0.7 1 0.7 136 100 136 100 Lexington v 1178 55.2 389 33 1163 98.7 1146 97.3 3 0.3 2 0.2 4 0.3 8 0.7 15 1.3 1178 100 1167 99.1 Marlette ci 1875 39.4 323 17.2 1835 97.9 1799 95.9 5 0.3 11 0.6 13 0.7 7 0.4 40 2.1 1875 100 1800 96 Melvin villa 180 36 19 10.6 177 98.3 173 96.1 1 0.6 3 1.7 0 0 0 0 3 1.7 180 100 180 100 Minden Cit 197 41.5 24 12.2 193 98 188 95.4 0 0 1 0.5 1 0.5 3 1.5 4 2 197 100 197 100 Peck village 632 37.1 90 14.2 623 98.6 601 95.1 4 0.6 14 2.2 1 0.2 3 0.5 9 1.4 632 100 626 99.1 Port Sanilac 623 51.1 158 25.4 612 98.2 606 97.3 1 0.2 2 0.3 2 0.3 1 0.2 11 1.8 623 100 605 97.1 Sandusky c 2679 41.4 486 18.1 2641 98.6 2528 94.4 41 1.5 7 0.3 30 1.1 35 1.3 38 1.4 2679 100 2430 90.7 Snover CDP 448 36.5 61 13.6 443 98.9 436 97.3 0 0 5 1.1 0 0 2 0.4 5 1.1 448 100 440 98.2 �HOUSEHOLHOUSING OCCUPANCY Total houseTotal housing units Average hoTotal housi Occupied housing unit Vacant housing units For rent For rent Number Number Number Percent Number Percent Number Percent 2.48 22725 17132 75.4 5593 24.6 435 1.9 2.67 370 284 76.8 86 23.2 7 1.9 2.65 302 251 83.1 51 16.9 0 0 2.54 409 336 82.2 73 17.8 2 0.5 2.49 583 520 89.2 63 10.8 14 2.4 2.56 567 491 86.6 76 13.4 2 0.4 2.51 1120 971 86.7 149 13.3 76 6.8 2.43 451 410 90.9 41 9.1 0 0 2.3 681 372 54.6 309 45.4 2 0.3 2.55 673 589 87.5 84 12.5 13 1.9 2.55 336 316 94 20 6 1 0.3 2.84 416 323 77.6 93 22.4 4 1 2.9 401 360 89.8 41 10.2 0 0 2.2 1092 459 42 633 58 4 0.4 2.94 400 358 89.5 42 10.5 1 0.3 2.78 352 281 79.8 71 20.2 9 2.6 2.64 389 346 88.9 43 11.1 10 2.6 2.26 2455 1617 65.9 838 34.1 42 1.7 2.94 467 416 89.1 51 10.9 1 0.2 2.49 758 640 84.4 118 15.6 18 2.4 2.43 864 742 85.9 122 14.1 60 6.9 2.67 742 661 89.1 81 10.9 16 2.2 2.45 282 222 78.7 60 21.3 0 0 2.68 508 441 86.8 67 13.2 8 1.6 2.16 1258 1124 89.3 134 10.7 45 3.6 2.19 1790 1100 61.5 690 38.5 61 3.4 2.7 616 546 88.6 70 11.4 8 1.3 2.6 755 632 83.7 123 16.3 15 2 2.53 561 520 92.7 41 7.3 1 0.2 2.53 239 193 80.8 46 19.2 0 0 2.41 2888 1611 55.8 1277 44.2 15 0.5 2.61 111 95 85.6 16 14.4 2 1.8 2.49 587 524 89.3 63 10.7 14 2.4 2.67 224 195 87.1 29 12.9 4 1.8 2.51 1120 971 86.7 149 13.3 76 6.8 2.46 388 311 80.2 77 19.8 17 4.4 2.34 164 58 35.4 106 64.6 1 0.6 1.95 1114 599 53.8 515 46.2 25 2.2 2.43 864 742 85.9 122 14.1 60 6.9 2.9 73 62 84.9 11 15.1 4 5.5 2.43 102 81 79.4 21 20.6 0 0 2.54 283 246 86.9 37 13.1 11 3.9 2.09 441 290 65.8 151 34.2 22 5 2.16 1258 1124 89.3 134 10.7 45 3.6 2.63 196 167 85.2 29 14.8 7 3.6 HOUSING TENURE Occupied housing units HomeowneRental vacaOwner‐occupied housing units Rented, no Rented, no For sale on For sale on Sold, not ocSold, not ocFor season For season All other vaAll other vacants Number Percent Number Percent Number Percent Number Percent Number Percent Number Number Number Percent 29 0.1 414 1.8 167 0.7 3568 15.7 980 4.3 2.9 11.3 13739 80.2 0 0 7 1.9 6 1.6 39 10.5 27 7.3 2.7 14.3 242 85.2 0 0 2 0.7 1 0.3 25 8.3 23 7.6 0.9 0 227 90.4 2 0.5 3 0.7 4 1 28 6.8 34 8.3 1.1 2.9 270 80.4 1 0.2 7 1.2 6 1 0 0 35 6 1.9 7.7 353 67.9 1 0.2 14 2.5 2 0.4 33 5.8 24 4.2 3.2 2.5 415 84.5 0 0 22 2 7 0.6 10 0.9 34 3 3.3 18.2 629 64.8 0 0 9 2 1 0.2 7 1.6 24 5.3 2.5 0 351 85.6 1 0.1 16 2.3 4 0.6 259 38 27 4 4.4 6.1 342 91.9 2 0.3 21 3.1 4 0.6 15 2.2 29 4.3 4.2 9.8 471 80 1 0.3 0 0 0 0 5 1.5 13 3.9 0 2 267 84.5 0 0 6 1.4 6 1.4 53 12.7 24 5.8 2 8.9 282 87.3 0 0 4 1 4 1 13 3.2 20 5 1.3 0 302 83.9 0 0 24 2.2 2 0.2 566 51.8 37 3.4 5.6 6.8 404 88 1 0.3 4 1 2 0.5 16 4 18 4.5 1.3 1.5 295 82.4 0 0 6 1.7 4 1.1 32 9.1 20 5.7 2.3 23.7 252 89.7 0 0 1 0.3 1 0.3 15 3.9 16 4.1 0.3 15.6 292 84.4 2 0.1 56 2.3 26 1.1 667 27.2 45 1.8 4 12.9 1335 82.6 0 0 5 1.1 4 0.9 9 1.9 32 6.9 1.4 1.7 359 86.3 0 0 26 3.4 4 0.5 25 3.3 45 5.9 5 10.6 488 76.3 3 0.3 14 1.6 10 1.2 4 0.5 31 3.6 3.1 16.1 433 58.4 0 0 14 1.9 13 1.8 11 1.5 27 3.6 2.4 14.7 568 85.9 1 0.4 7 2.5 3 1.1 25 8.9 24 8.5 3.4 0 195 87.8 0 0 9 1.8 1 0.2 9 1.8 40 7.9 2.3 12.1 383 86.8 3 0.2 29 2.3 8 0.6 13 1 36 2.9 4.6 7.7 588 52.3 3 0.2 40 2.2 8 0.4 514 28.7 64 3.6 4 28.1 947 86.1 0 0 6 1 2 0.3 20 3.2 34 5.5 1.2 13.1 493 90.3 2 0.3 18 2.4 19 2.5 37 4.9 32 4.2 3.2 12.6 530 83.9 0 0 4 0.7 4 0.7 3 0.5 29 5.2 0.9 1.3 442 85 1 0.4 1 0.4 0 0 22 9.2 22 9.2 0.6 0 172 89.1 5 0.2 39 1.4 11 0.4 1093 37.8 114 3.9 2.7 6.8 1412 87.6 0 0 5 4.5 1 0.9 4 3.6 4 3.6 6.3 8.7 74 77.9 1 0.2 7 1.2 6 1 0 0 35 6 1.9 7.6 354 67.6 0 0 5 2.2 4 1.8 3 1.3 13 5.8 3.4 6.5 137 70.3 0 0 22 2 7 0.6 10 0.9 34 3 3.3 18.2 629 64.8 0 0 22 5.7 3 0.8 4 1 31 8 9.6 13.6 203 65.3 0 0 7 4.3 0 0 96 58.5 2 1.2 11.3 25 55 94.8 1 0.1 11 1 7 0.6 459 41.2 12 1.1 2.4 13.8 444 74.1 3 0.3 14 1.6 10 1.2 4 0.5 31 3.6 3.1 16.1 433 58.4 0 0 1 1.4 1 1.4 1 1.4 4 5.5 1.8 30.8 53 85.5 1 1 6 5.9 2 2 5 4.9 7 6.9 8.2 0 65 80.2 1 0.4 13 4.6 2 0.7 2 0.7 8 2.8 6.6 14.7 183 74.4 1 0.2 9 2 2 0.5 102 23.1 15 3.4 3.8 25 225 77.6 3 0.2 29 2.3 8 0.6 13 1 36 2.9 4.6 7.7 588 52.3 0 0 1 0.5 0 0 1 0.5 20 10.2 0.7 20 139 83.2 � 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 Sanilac-County_Master-Plan_2011 Creator An entity primarily responsible for making the resource Sanilac County Planning Commission, Sanilac County, Michigan Date A point or period of time associated with an event in the lifecycle of the resource 2011-09 Title A name given to the resource Sanilac County Master Plan Description An account of the resource The Sanilac County Master Plan was prepared by the Sanilac County Planning Commission with the assistance of Rowe Incorporated and was updated in September 2011. Contributor An entity responsible for making contributions to the resource Rowe Incorporated (consultant) Subject The topic of the resource Master plan publiccations Sanilac County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/cc3dd5eda9e906299acdc5918e0523dd.pdf 55ee1c98913f93f455097157dcbe69e7 PDF Text Text SANILAC COUNTY PLAN for PLANNING Prepared by Planning & Zoning Center, Inc. 715 N. Cedar St. Lansing Ml 48906 517/886-0555 FAX: 517/886-0564 www.pzcenter.com June 2000 �TABLE OF CONTENTS Introduction ....................................................................................................................... 1 Trends & Conditions ........................................................................................................ 4 Regional Setting and Context ................................................. ...... .. ............ ......... .... .... 4 Population Growth and Building Trends .................................................................... 1O Property Division and Farmland Loss Trends Within Sanilac County ........................ 16 Employment .............................................................................................................. 21 Problems Facing Sanilac County ............................................................................... 25 Opportunities Facing Sanilac County ........................................................................ 26 Observations on the Existing Planning and Zoning Program .................................... 27 Charting a Course of Action .......................................................................................... 33 Conclusions and Recommendations ......................................................................... 33 Recommended Work Program ...................................................................................... 37 Appendices A. Sanilac County 1997 Census of Agriculture Data B. Sanilac County Tourism Data C. Local Leaders Survey Sanilac County Plan for Planning June 16, 2000 i �LIST OF MAPS Map Map Map Map Map Map Page 1: Sanilqc County ... ................... ... ...... ... ..... .......... .... .. ..... ........ ..... ...... ... .... ..... .... ..... 5 2: Speaker Township, 1964 Plat Map ....... ..... .. ....... ...... .... .. .. ....... ....... ................ ... 17 3: Speaker Township , 1996 Plat Map .......... .... ... .. ... .... .. .. .. ...... .. .... ..... ........ .... .. ..... 18 4 : Important Agricultural Counties, 1992 .. .... ..... ... ........... .... .. ..... ...... ...... ... ........ .... 20 5: Sanilac County Communities with Master Plans ... ..... .... ... .. ......... .. ...... .... ..... .... 30 6: Sanilac County Communities with Zoning Ordinances ... ... ........ .. .. .... ... .... ..... .... 31 LIST OF TABLES • Table 1: Sanilac County, City, Village & Township Populations .. ......... ............ ..... .. ..... . 6 Table 2: Land Use and Land Cover in Sanilac County ....... ..... .. ..... .. ..... ....... ......... ... ..... 9 Table 3: Sanilac County and Surrounding Counties Population Change 1980-1998 ...... ... ..... ..... ......... ........ ..... ... .... ..... ....... ...... .... 10 Table 4: Sanilac County and Surrounding Counties Population Change With Projections .. .. .. .... .. .... ... ... .. .................. ..... ...... ...... .. 11 Table 5: Single Family Building Permits Issued in Sanilac Area Counties, U.S. Bureau of the Census , 1980-1998 ....... ... ... .. .......... .... ... ... ... ... 13 Table 6: Multi-Family Building Permits Issued in Sanilac Area Counties, U.S. Bureau of the Census, 1980-1998 ............ ... .. .. .... ... .... .... .. ..... 13 Table 7: Industrial Building Permits Issued in Sanilac Area Counties, U.S. Bureau of the Census, 1980-1995 .... ........... .......... .. ...... ....... . 13 Table 8: Commercial Building Permits Issued in Sanilac Area Counties, U.S. Bureau of the Census, 1980-1995 ........................... ........... ... 13 Table 9: County Building Activity 1991 to Present.. .. .......... .. ... .......... ......... ... .... .... ..... . 15 Table 10: Sanilac County Single Family Building Permits ... ... ............................ .. .... .... . 15 Table 11: Sanilac County Commercial Building Permits .. .. .... ..... ................ ... .. ... .. .. ....... 15 Table 12: Sanilac County Acres of Farmland 1982-1997 ........ ..... .......... ....... ................ 16 Table 13: Sanilac County State Equalized Valuation ... .. ........... ... .. ......... .. .. .... .. .... ..... ... 20 Table 14: Sanilac County Labor Force, Employment and Unemployment ...... ... ... ... ..... 22 Table 15: Sanilac County Employment & Wage by Quarter 1992-97 .... ... ..... ... ........ ... .. 23 Table 16: Sanilac County Employment & Wages by Industry Division 1992-96 .. ....... ... 24 Table 17: Sanilac County Communities Master Planning and Zoning ........................ ... 29 Sanilac County Plan for Planning June 16, 2000 ii �LIST OF FIGURES Figure Figure Figure Figure 1: 2: 3: 4: Figure 5: Figure 6: Page Sanjlac County Land Use/Cover 1978 ... ....... .. .... .... .... ....... ............. .. ..... ... .... .. 8 Sanilac County Population Projection .... .... .................... .. ... ..... ..... ..... ...... ..... 11 Michigan Population Growth and Farmland Acreage, 1900-2012 ...... ........... 19 Sanilac County Labor Force, Employment and Unemployment Comparisons .... .. ... ... ...... ... .... ... .. .... .. ... ... ............ .. .... ............ 22 Sanilac County Unemployment Comparison1970-1998 ... .... .. .... .... ..... ... ..... .. 24 Overlaying Capability of Maps in GIS ..... ... ... ..... .. ... .... ......... .... .. .... ... ..... ........ 34 • Sanilac County Plan for Planning June 16, 2000 iii �INTRODUCTION WHAT IS A Pt.AN FOR PLANNING? A plan for planning is a document, which assesses the current status of planning and land regulations in a community. It results in the identification of problems and emerging opportunities. It presents a proposed course of action to update local plans and development regulations. An assessment of the current status of planning and land regulations in a community is a critical first step in determining strategic actions to solve land use and growth management problems and in seizing emerging opportunities in a prioritized manner. Once a consensus on strategic actions is achieved, the County can proceed with a specific and phased work program to implement those actions. • The Sanilac County Plan for Planning was prepared by the Planning & Zoning Center, Inc. for the purpose of identifying a recommended course of action that could be taken by the County to improve its planning program, and to place the County in a more proactive position where it can actively shape its future character and quality of life instead of merely reacting to changes. The Plan for Planning is founded upon the professional judgment of senior PZC staff, information that was furnished to PZC through discussions with local and County leaders and officials , opinion surveys, and information contained in various documents supplied by the County. The current County General Development Plan was prepared for the County Planning Commission in 1974. It has never been updated. While it studied many elements dealing with land development within the County, it is too outdated to have any utility today as a planning tool to guide future development. What is needed is a new County General Development Plan that proactively seeks to guide future change. It should be prepared with the active participation of local governments in Sanilac County as well as with broad public input. It needs to integrate economic development with protection of sensitive natural features as well as include a special focus on changes in agriculture in Sanilac County. It should clearly identify the present and future role of a County Planning Office, the County Planning Commission, the County Board of Commissioners and the emerging County Economic Development Corporation . The role of these bodies needs to be clear and should not overlap local planning and zoning boards, or local elected officials with regard to activities to guide future growth in Sanilac County. However, the challenge of updating a twenty-six year old plan with limited available resources requires a phased work program that logically builds to achievement of a new plan one step at a time. As this report notes, Sanilac County may not experience large population growth over the next twenty years (compared to other counties to its south). However, Sanilac County Plan for Planning June 16, 2000 1 �where population and related land use changes take place will greatly determine the future character and quality of life in the County. An enormous opportunity exists to guide that growth with a new County General Development Plan. The alternative is to react to new development proposals , watch the rural character of the County ch'ange irrevocably, and watch the further decline of the agricultural economic base. If the County does not try to address these problems, they will leave them for the next generation in Sanilac County. However, there will be fewer options and perhaps less resources available at that time. In February and March 2000, PZC conducted a survey to determine which communities within Sanilac County had a master plan and/or zoning ordinance and the years they were adopted. Twenty-eight townships, villages and cities responded out of the thirty-nine surveyed . Seventeen communities of the twentyseven responded that they had adopted master plans. However, of the seventeen jurisdictions with master plans , at least ten communities had plans that were over ten years old. Generally a community should thoroughly review and update a plan at least once every five years or it will be out-of-date. Six communities have adopted or updated land use plans in the last decade and eight have master plan updates in progress. This suggests the time is ripe to prepare a new County General Development Plan that can both draw upon local plans and deal with myriad issues of greater than local concern. A major County effort now will benefit all local governments which have not yet updated plans and give sharper focus to the next round of plan updates in those jurisdictions with recent plans. Some • • • • • of the critical issues facing Sanilac County include: Its future character The implications of continued population increases The implications of uncoordinated local planning and zoning on long term economic development and environmental protection The public service and financial cost implications of an increasing population in some areas, uncoordinated and scattered new development (i.e., sewer, water, streets, and roads) The implications of scattered growth on agricultural production. This Plan for Planning proposes a process for preparing a new County Comprehensive Plan and related tasks. The format of the Plan for Planning consists of three sections as follows: • Trends and Conditions: This section summarizes the critical analysis issues, which led to and support the conclusions and recommendations contained in the section titled "Charting a Course of Action". • Charting a Course of Action: This section presents conclusions and recommendations evolving from the Plan for Planning analysis and outlines a strategy to create a more effective and proactive County planning program. Sanilac County Plan for Planning June 16, 2000 2 �• Work Program: This section presents a step-by-step work program to assist the County in implementing the recommendations discussed in the section titled "Charting a Course of Action". The intent of tl'le Sanilac County Plan for Planning is to establish a specific plan of action, upon which consensus is strong to improve the existing planning program in a realistic and prioritized fashion. Sanilac County Plan for Planning June 16, 2000 3 �This section focuses on those trends and conditions, which have particular significance upon physical planning in Sanilac County. Specific issues include the regional setting and context, population change and associated affects on the land, perceived problems and opportunities facing the County, and observations regarding current planning activities within the County. REGIONAL SETTING AND CONTEXT Sanilac County had an estimated 1998 population of 42,975, according to the U.S. Census Bureau. This is an increase of 3,047 persons or 7.63% from 1990. Sanilac County is located in the thumb area of the lower peninsula of Michigan. It is bounded by Lake Huron on the east, Huron County to the north, Tuscola and Lapeer Counties on the west and St. Clair County on the south (see Map 1 ). Sanilac County is within easy commuting distance of Port Huron, Flint and Saginaw. Residents of Sanilac County enjoy a rural setting and 40.5 miles of Lake Huron shoreline. Sanilac County is one of the largest counties in the state with a total size of 951 square miles. It has 26 townships, 10 more than the average Michigan County. There are four cities and nine villages within Sanilac County. The largest city within the County is Sandusky with an estimated population of 2,533 in 1998. Croswell is the second largest city with an estimated population of 2,246. Population of townships varies with the largest in 1998 being Worth at 3,467 and the smallest being Wheatland at 566. Deckerville had the largest estimated population of the nine villages in Sanilac County in 1998 at 1,078 people and Melvin had the smallest with 152 (see Table 1 ). With the exception of Marlette, all of the Sanilac County cities, villages and townships were estimated to have experienced increased populations from 1990 to 1998. Sanilac County Plan for Planning June 16, 2000 4 �MAP 1 SANILAC COUNTY • HURON COUNTY Sanilac Petroglyphs Minden ■ Sanilac State Game Area Forestville MINDEN TOWNSHIP DELAWARE TOWNSHIP LAKE HURON Minden City State Game Area Cass City State Game Area TUSCOLA COUNTY MARION TOWNSHI EVERAR GREEN TOW TOWNSHIP WHEATLAND TOWNSHIP Deckerville LAMOTTE TOWNSHIP CUSTER TOWNSHIP FORESTER TOWNSHIP BRIDGEHAMPTON TOWNSHIP MARLETTE TOWNSHIP Marlette ...J__~_ _j__k_""T___ L_______ FLYNN TOWNSHIP LAPEER COUNTY ....L...,._,__...__ 1 ELK TOWNSHIP ■ Melvin BUEL TOWNSHIP LEXINGTON TOWNSHIP 1 Croswell FREMONT TOWNSHIP WORTH TOWNSHIP ST. CLAIR COUNTY tNorth Sanilac County Plan for Planning June 16, 2000 5 �MAP1 SANILAC COUNTY HURON COUNTY Sanilac Petroglyphs Sanilac State Game Area Minden ■ a □ MINDEN TOWNSHIP b. REENLEA WNSHIP DELAWARE TOWNSHIP LAKE HURON Minden City State Game Area Cass City State Game Area TUSCOLA COUNTY Forestville MARION TOWNSHI EVERAR GREEN TOW TOWNSHIP WHEATLAND TOWNSHIP Deckerville LAMOTTE TOWNSHIP CUSTER TOWNSHIP FORESTER TOWNSHIP BRIDGEHAMPTON TOWNSHIP Port 46 MARLETTE TOWNSHIP Marlette .-l----:---.-_j_-~_ 1 FLYNN TOWNSHIP _ L . __ _ _ BUEL TOWNSHIP 1 -1-.,_,___,._l\ LEXINGTON TOWNSHIP Croswell LAPEER COUNTY ■ Melvin FREMONT TOWNSHIP WORTH TOWNSHIP ST. CLAIR COUNTY t North Sanilac County Plan for Planning June 16, 2000 5 �TABLE 1 SANILAC COUNTY, CITY, VILLAGE & TOWNSHIP POPULATIONS Total Change Total% Change City & VIiiages Applegate Brown City Carsonville Croswell Deckerville Forestville Lexington Mariette Melvin Minden Peck Port Sanilac Sandusky City & Village Sub-Total • • 1980* 1990 1995.. 1996.. 1997.. 1998.. 1990-98 1990-98 j£J~~~t~i~~lffi 297 311 314 3 15 317 20 6.73% 1,158 1,235 1,300 1,306 1,31 1 @ltwli~ 1,289 76 6.15% 583 610 615 619 62 1 38 6.52% 2,073 2,174 2 ,225 2,239 2,242 2,246 72 3.31 % Iii 1,015 1,058 1,067 1,073 1,078 63 6.21 % 153 159 160 161 162 9 5.88% 779 1,924 880 896 902 905 126 16.17% 1,930 1,931 1,925 1,918 -6 -0.31 % ~::::;:;~;~\~1:::11::11 148 150 150 152 152 4 2.70% 233 238 241 240 239 6 2 .58% 558 582 587 590 593 35 6.27% 656 677 683 684 686 30 4.57% 1,761 i!l!!!!l!iiil1 2,403 2,498 2 ,517 2,527 2 ,533 130 5.41 % 12,158 12,607 12,700 12,736 12,761 603 4.96% • U.S. Census totals . Population of villages not included in 1980 totals in top table are included w~ hin Township totals below. - U.S. Census estimates. Populations of cities & v~lages separated from Township population. NOTE: Cities separated from Township populations in all cases. Total Change 1990-98 1995.. 1996.. 1997.. 1998.. Townships 1990 1980* Total% Change 1990-98 Argyle Austin Bridgehampton Buel Custer Delaware Elk Elmer Evergreen Flynn Forester Fremont Greenleaf Lamotte Lexington Maple Valley Marion Mariette Minden Moore Sanilac Speaker Washington Watertown Wheatland Worth Townshie Sub-Total Total: Cities, Villages and Townships 2 ,216 912 820 874 886 896 904 84 10.24% 802 974 890 1,122 1,071 1,535 639 681 691 698 705 66 10.33% 676 731 741 750 756 80 11 .83% 844 899 912 922 93 1 87 10.31 % 1,018 1,085 1,100 1,112 1, 122 104 10.22% 808 861 873 883 89 1 83 10.27% 907 967 980 991 1,000 93 10.25% 829 774 825 836 846 853 79 10.21 % 1,042 907 967 980 991 1,000 93 10.25% 963 914 982 984 983 981 67 7.33% 958 919 979 993 1,004 1,0 12 93 10.12% 847 787 839 850 860 868 81 10.29% 746 667 711 721 729 735 68 10.19% 1,065 949 958 960 959 956 7 0.74% 2,958 2,249 2,396 2,429 2,456 2,478 229 10.18% 1,009 1,022 1,089 1,104 1,1 17 1,127 105 10.27% 1,741 816 870 882 892 900 84 10.29% 1,999 1,910 1,935 1,939 1,937 1,932 22 1.15% 710 437 466 472 477 482 45 10.30% 1,318 1,238 1,256 1,258 1,257 1,254 16 1.29% 2 ,284 1,706 1,818 1,844 1,864 1,881 175 10.26% 1,265 1,023 1,090 1,106 1,118 1,129 106 10.36% 1,525 846 891 903 9 13 922 76 8.98% 1,346 1,235 1,316 1,335 1,349 1,362 127 10.28% 582 513 547 554 560 566 53 10.33% 3,058 3,146 3,350 3,402 3,436 3,467 321 10.20% 40,789 27,770 39,928 29,383 41,990 29,735 42,435 30,000 42,736 30 ,214 42,975 2,444 3,047 7.63% Sanilac County Plan for Planning June 16, 2000 6 �Seasonal populations for Sanilac County increased from 1980 to 1990 by 21 %. In 1990, the U.S. Census reported that the County reported 3,432 second homes, which ranks 25 th in the State. In 1980 2,842 second homes were reported in the County. Neighboring Huron County had the most within the region and ranked 8th in the State. St. Clair, Lapeer and Tuscola Counties trailed Sanilac County ranking 481\ 69 th and 70 th respectively. There are several state highways that bisect Sanilac County and provide access to the surrounding counties (see Map 1). M-53 provides access from the Detroit area and 1-69. This route also connects to Bad Axe and the northern part of Huron County. M-46 provides access to the city of Sandusky and a connection to Lake Huron . M-25 extends along the lakeshore south to Port Huron. M-19 is another north-south connector through the County that also provides access to Sandusky. M-90 runs through the southern portion of the County and connects the lakeshore with Lapeer County. With the exception of M-25, this road network principally serves the indigenous population of the County and trade. Sanilac County is not between major destination locations, thus most traffic is local traffic. However, a growing number of residents work outside the County, so it is beginning to take on the character of a rural bedroom community providing workers in abutting counties (and sometimes employment centers even farther away). Economy Sanilac County is known principally as an agricultural County. There were 1,448 farms and 429,706 acres of farmland identified in the 1997 U.S. Agricultural Census. The County is ranked 1st in agricultural production land of all 83 counties in Michigan . The total agricultural product was $132 million in 1997. There were 898 full time and 550 part time farmers in the County in 1997 (see Appendix A). The largest full-time employment in the County is in the manufacturing sector at 4,883 persons in 1996. This is followed by services employment at 1,974 persons and there were 1,878 persons employed in retail trades in 1996. According to the State of Michigan MESC website, employment in the County grew by 30 .8% between 1992 and 1996. Tourism & Recreation Sanilac County ranks fourth in Michigan with 1,007 miles of rivers and streams through the County. However, it ranks last among other Michigan counties in number of inland lakes. The County ranks 20 th in the State in public golf holes per 1,000 residents. Sanilac County offers 2.56 holes per thousand residents . Appendix B displays other tourism related rankings for Sanilac County. There are 238 acres of recreation land in Sanilac County dedicated to enhancing the quality of life for residents and attracting visitors to the County. According to the 1995 Sanilac County Recreation Plan , the County passed a 4-year park Sanilac County Plan for Planning June 16, 2000 7 �millage for $600,000 . These funds were committed to improvements within the park system, in order for it to become self-sustaining. With the park millage, several improvements were scheduled to all four parks, concentrating on increasing the number of campsites available and improving park amenities. The County p~rk system includes four parks: three of the four are adjacent to Lake Huron spread out along the M-25 corridor, including Forester Park (located near the village of Forester), Lexington Park (a few miles north of Lexington village) and Delaware Park (located in Delaware Township). Evergreen Park is located in Evergreen Township on the Cass River, adjacent to M-53. The Minden City State Game Area , Sanilac State Game Area, Cass City State Game Area and Sanilac Petroglyphs (ancient rock carvings) are additional recreation areas that are all located in the northwest part of the County. Figure 1 Sanilac County Land Use/Cover 1978 Wetlands 4 .26% Residential 1.98% Transportation 0.03% Communication & Utilities 0.03% Industrial 0.15% - Open Land, Shrub & Herbaceous 5.70% Agricu lture 78.00% Sanilac County Plan for Planning June 16, 2000 8 ~ Institutional 0.07% �Land Use and Land Cover in Sanilac County Sanilac County specializes in agriculture and has an impressive amount of prime agricultural land . Seventy-eight percent of the County in 1978 was agricultural compared to about thirty percent in Michigan as a whole (see Table 2). Other land uses and land cover in Sanilac County are upland and lowland forest, wetlands, open land and residential lands. (see Figure 1) Table 2 Land Use and Land Cover in Sanilac County 1978 Sanilac Sanilac Michigan Michigan County County % Acreage % Acreage 12,217 Residential 1.98 4.02 1,495,065 Commercial 0.09 555 0.32 119,010 Industrial 0.15 926 0.36 133,886 Institutional 432 0.07 0.28 104,134 185 Transportation 0.03 0.36 133,886 Communication 0.03 185 0.13 48,348 and Utilities 6,170 0.38 Extractive & Wells 1.0 141,325 0.13 802 0.37 137,605 Outdoor Recreation 247 0.06 22,314 Cemeteries 0.04 78.00 481,288 29.33 10,908,023 Agriculture 35,171 8.05 2,993,849 Open Land, Scrub 5.70 & Herbaceous 33,381 37.19 13,831,210 5.41 Upland Forest 19,005 11 .59 4,310,399 3.08 Lowland Forest 185 2.25 836,790 Water 0.03 26,286 5.2 1,933,915 Wetlands 4.26 0.00 0 0.13 48,348 Beach, Riverbank, Rock or Sand* 617,035 37,198,107 Total Area in Acres Source: MDNR MIRIS *Note: DNR determined too small to actually tabulate so listed as zero . Sanilac County Plan for Planning June 16, 2000 g �POPULATION GROWTH AND BUILDING TRENDS According to the U.S. Census Bureau, Sanilac's population is expected to show a growth in the 2000 Census . The estimated population in 1998 reflected a growth of 7.6j% , or over 3,000 persons since 1990 (see Table 3). The Census Bureau also predicts that all of Sanilac's neighboring counties will be on the increase in the 2000 Census. After declining in population from 1980 to 1990 both Sanilac and Huron counties were estimated to increase in population from 1990 to 1998. Table 3 SANILAC COUNTY AND SURROUNDING COUNTIES POPULATION CHANGE 1980-1998 Huron County Lapeer County St. Clair County Sanilac County Tuscola County 1980 1990 1998* 36 ,459 34,951 35,303 70,038 74,768 88,270 138,802 145,607 159,769 40,789 39,928 42,975 56,961 55,498 58,181 Total Change 1990-98 352 13,502 14,162 3,047 2,683 % Change 1990-98 1.01% 18.06% 9.73% 7.63% 4 .83% Source: www.census.gov, *Esti mated by US Census Bureau Counties surrounding Sanilac, especially Lapeer and St. Clair Counties, have grown at startling rates over the past twenty years. These counties are directly influenced by growth from the Detroit Metropolitan Area. It is interesting to note however, that Sanilac County's growth rate from 1990-98 of 7.63% is third highest out of this comparison group of counties. Sanilac's growth is estimated to be higher than neighboring counties of Tuscola and Huron Counties. This is particularly noteworthy because Tuscola and Huron are closer to the Flint and Saginaw Metropolitan Areas and presumably should experience growth sooner than Sanilac County. The projections of the Michigan Department of Management and Budget (DMB) done in 1994 indicate that the County population will increase ten percent by 2020 to 44 ,104 persons (see Table 4). This is 4,176 persons more than the 1990 population of 39,928. The DMB projects population losses for the neighboring counties of Tuscola and Huron. A straight-line projection from 1980 through 1998 (see Figure 2) indicates that the County may grow to 44,561 , or nine percent by the year 2020. However, if the period 1990 through 1998 is used, then the projected population is 46,255 or 16% by 2020. When the 2000 Census data is released in 2001 , Sanilac County could use that information to obtain a more accurate depiction of future growth through 2020 . Sanilac County Plan for Planning June 16, 2000 10 �1) D D Table 4 SANILAC COUNTY AND SURROUNDING COUNTIES POPULATION CHANGE WITH PROJECTIONS (/) Ill Huron County Lapeer County St. Clair County Sanilac County Tuscola County 1980 1990 1998 36,459 70,038 138,802 40,789 56,961 34,951 74,768 145,607 39,928 55,498 35,303 88,270 159,769 42,975 58,181 Population Projection 2020 DMB* 29,178 108,696 187,009 44,104 54,553 Percent Straight Percent Straight Line Lina Change, Change 1990Projection Straight Projection (1980-1998) Line 1980-(1990-1998) 2020 2020·• 2020** 2020 DMB -5% 35,659 -17% 34,751 42% 104,210 45% 99,221 171,455 24% 28% 175,308 10% 44,561 9% 46,255 -2% 3% 58,840 60,994 :::i ~ C) () '-- 0 C: C: :::i :::i Ct)~ Source: www.census.gov for 1980, 1990 and 1998 population by County "Michigan Department of Management and Budget, Office of State Demographer, Preliminary Projections, 1994 **Planning and Zoning Center, Inc, Straight Line Projections 1980 to 1998 ~ ;;; 1J -'-.. Q) N:J Figure 2 ga--.o' ~ s· CQ Sanilac County Population Projection :::i :::i 55.000 - , - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - , so,ooo ./ I . .! 0 l ! 45,000 .D § z 40,000 -- ,.,- -t----,-------,------.-----.------..---~.-------.------.-----.--------l 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 35,000 ♦ US Census 1980 - 1998 -Projection 1980-1998 - Projected 1990-1 998 Percent Change Straight tine 19902020 2% 39% 20% 16% 10% �Building Trends in Sanilac County and Neighboring Counties Recent increases in the number of residential building permits suggest significant growth in some townships. These are mostly new homes for persons seeking rural lifestyles. New housing construction may continue even if the total population does not increase. This is evident from comparing 1980 and 1990 Census figures and recent building permit activity. In 1980, 100 permits were issued for new single-family home construction excluding mobile homes, compared to 229 in 1998 (see Table 5). Aggregating all of the single family and multi-family homes built from 1980 to 1998 yields 3,451 homes. When comparing the number of homes built to the population growth for that same period (which was 3,047 persons) there seems to be an oversupply of housing. Those who only live seasonally within the County are a part of this oversupply. The rest is due to continued declines in the average number of persons per household , a state and national trend . The data in Tables 5 & 6 do not include new mobile home units erected on a site. Lapeer and St. Clair counties lead in residential, commercial and industrial building permits within the region. See Tables 6 through 8, which represent multi-family residential, commercial and industrial permits in Sanilac County and other nearby counties. Noticeable among these data sets is that Sanilac County building permits for industrial facilities have lagged behind other counties in the region, from 1980 through 1995, with only an average of one facility permit per year. Commercial facilities were also the lowest in the region over the same time period, with an average of eleven per year. Sanilac County Plan for Planning June 16, 2000 12 �Table 5 SINGLE FAMILY BUILDING PERMITS ISSUED IN SANILAC AREA COUNTIES U.S. BUREAU OF THE CENSUS, 1980-1998 COUNTY Huron Lapeer St. Clair Sanilac Tuscola 1981 1980 107 270 NIA 100 114 1982 97 145 165 78 80 1983 68 80 123 108 151 51 NIA 84 55 90 1984 90 195 216 1985 1986 86 253 112 NIA 72 91 81 92 364 371 83 98 1988 1987 97 389 545 171 107 1989 1990 97 115 114 403 492 461 591 754 768 189 'J:27 80 189 105 100 1991 1993 1992 1994 1995 199e 150 529 791 191 512 851 112 510 973 168 178 568 556 NIA 202 126 469 762 962 918 213 202 213 198 2111 126 176 151 159 157 164 139 416 Total 198~8 1998 1997 AveRat.tY•• 19~8 125 237 603 2372 7366 854 229 9644 2972 643 203 172 1sa 2264 119 388 158 Source: Michigan State Housing Development AU1hority Table II MULTI-FAMILY BUILDING PERMITS ISSUED IN SANILAC AREA COUNTIES U.S. BUREAU OF THE CENSUS, 1980-1998 (/) Ill ::i :::::.: Ill () t... () C: ::i 0 COUNTY Huron Lapeer St. Clair Sanilac Tuscola 0 54 1982 1983 1984 4 16 72 113 16 2 36 39 5 7 NIA 9 1993 1994 5 0 9 25 2 50 42 n 26 87 28 48 8 18 8 3 2 54 36 8 34 27 34 0 2 36 18 0 2 6 10 4 15 0 3 1995 0 5 18 0 6 1996 2 2 18 0 1 1997 6 7 27 0 1 Table 7 INDUSTRIAL BUILDING PERMITS ISSUED IN SANILAC AREA COUNTIES U.S. BUREAU OF THE CENSUS, 1980-1995 I'\.) Q) IUU:U COUNTY Huron Lapeer St. Clair Sanilac Tuscola 1980 1981 1982 1983 1984 3 1 2 5 7 8 8 8 3 3 3 NIA NIA NIA NIA NIA NIA 2 1 2 0 2 1 8 1 5 3 1 2 3 1985 1986 1987 1988 4 4 2 10 19 14 20 9 19 0 1 2 5 0 4 1989 1990 1991 1992 1 0 0 3 7 8 9 5 12 10 NIA 8 0 1 4 0 1 4 6 4 1993 1994 4 7 19 0 5 1 6 9 1 1 I\Y .. 1995 1980-95 1980-95 45 3 0 15 8 128 29 135 15 0 17 1 0 50 3 Source: Michigan State Housing Development Author~y Table 8 COMMERCIAL BUILDING PERMITS ISSUED IN SANILAC AREA COUNTIES U.S. BUREAU OF THE CENSUS, 1980-1995 COUNTY Huron Lapeer St. Clair Sanilac Tuscola 1980 15 25 1981 13 10 NIA 17 NIA 9 12 8 1982 1983 1984 54 23 6 7 42 14 NIA 10 5 1985 8 14 NIA 15 NIA NIA 11 8 7 3 6 Source: Michigan State Housing Development Authority 1987 1988 7 20 21 22 21 48 38 23 20 15 13 13 6 27 33 1986 1989 1990 30 16 27 8 18 12 55 63 7 19 1991 1992 12 4 13 7 NIA 40 .. 1993 1994 7 16 34 5 17 36 34 0 4 4 15 18 9 8 Total 198~8 1998 Source: Michigan State Housing Development Authority a ::i aa..., o' ~ ::i ::i s· (Q 1989 1990 1991 1992 1985 1986 1987 1988 3 60 64 13 53 4 36 29 189 12 2 24 152 104 96 3 NIA 39 NIA 10 86 93 32 34 NIA 57 § m~II ............ w _O)] 1981 1980 , ......, ~·~ 1995 1980-95 1980-95 5 242 15 14 341 21 36 317 35 0 168 11 7 201 13 0 0 8 0 0 Ave Rate/Year 1980-98 490 747 410 26 39 27 479 25 270 14 �See Tables 9 through 11 for a comparison of the U.S . Census data and the County's own building permit data. Because of a fire in 1991 , County data was only available after 1991. Table 9 shows the County's record of mobile home permits issued, which is not available in the U.S. Census data. Tables 10 & 11 reveal some inconsistencies between U.S . Census data and the County data, particularly on commercial permit reporting . In order to properly monitor and project future building and land use trends , it is critical that building permit data be very complete, accurate and readily accessible. It should also be stored and mapped by address and year issued . Duplicates need to be stored in a different location to prevent loss by fire . If the rate of single-family residential building permits recorded by the County between 1991 and 1998 were to continue to 2020 (187 per year). There would be 3,740 new units between 2000 and 2020 . This would represent 10,098 new residents at 2.7 persons per unit (1990 rate). This is substantially more than the projections illustrated on Table 4. While part of the new unit would be seasonal housing , it is not enough to explain the difference in trends. An accurate 2000 Census is necessary to fully understand what is happening . The bottom line is, as long as the economy continues to remain strong and gasoline prices remain relatively low, Sanilac County will continue to grow. The question is will farmers start to grow houses, or will they continue to grow corn , soybeans and beets? Sanilac County Plan for Planning June 16, 2000 14 �Table9 COUNTY-WIDE BUILDING ACTIVITY 1991 TO PRESENT RESIDENTIAL MOBILE HOMES COMMERCIAL SINGLE FAMILY YEAR 71* 1991 168 1992 165 1993 188 1994 1995 215 282 1996 213 1997 1998 261 1999 259 • County data prior to 1991 lost in a fire. Source: Sanilac County ~ ::, ~ NIA NIA 18 95 81 106 20 20 67 72 50 84 66 32 31 39 15 24 sta 7:c:/excel/sanilac/gaphs.xts () Table 10 SANILAC COUNTY SINGLE FAMILY BUILDING PERMITS ISSUED IN MICHIGAN c.... () C: 0 ::, C: Cl) ::, -.lo.-.\.~ u, _O) "'tl N Ql a::, a o' a-., "'tl iii" ::, ::, Comparison of U.S. Census Data with County Data 1992 1991 County Data 71' U.S. Census Data 202 Source: Sanilac County & MSHDA • County data prior to 1991 lost in a fire. 168 213 s· 1993 1994 1995 1996 1997 1998 Total 1991-98 Ave. Rate/Yr. 1991-98 165 202 188 213 215 198 282 216 213 203 261 229 1492 1676 187 210 Table 11 SANILAC COUNTY COMMERCIAL BUILDING PERMITS ISSUED IN MICHIGAN (Q Comparison of U.S. Census Data with County Data 1992 1993 County Data 18 U.S. Census Data 0 Source: Sanilac County & MSHDA • County data prior to 1991 lost in a fire. 1994 1995 1996 1997 1998 Total 1992-98 Ave. Rate/Yr. 1992-98 20 20 39 0 0 15 0 175 12 25 4 32 4 31 4 2 �PROPERTY DIVISION AND FARMLAND LOSS TRENDS WITHIN SANILAC COUNTY In the early 1goos, Sanilac County consisted primarily of large tracts of property, usually ranging in size from 160 to 240 acres. Between 1900 and 1964, the division of rural farms into smaller units of land, particularly less than 40 acres in size, was limited. Small lot creation was generally limited to properties which paralleled a major highway or bordered a village or city. Between 1964 and 1996 however, a variation in this historical pattern of land division occurred. Speaker Township is provided as an example of the land division that has been typical over the past twenty-five years (see Maps 2, and 3). The number of individual parcels increased significantly over this period . Urban sprawl is the label usually given to this phenomenon of large lot rural residential development. Many of these individual parcels are not yet developed, so the true impact of property division that has already taken place is not immediately evident on the landscape. This pattern of land fragmentation exists at varying degrees throughout the County. It was facilitated by the state Subdivision Control Act (now Land Division Act) and by local zoning. A gradual increase of population on large lots outside cities and villages has become the dominant form of new development within Sanilac County and its pace is likely to increase in the future. Scattered large lot development within agricultural areas can have significant impacts on the County over time and it is a key issue which needs to be addressed as part of the process of developing any new County Plan. Michigan farmland has declined steadily since 1920 as its population rose (see Figure 3). Rates of loss over the past 20 years are about 10 acres per hour. Farmland in Sanilac County has declined 14,588 acres from 1982 to 1997 (see Table 12). The average age of farmers in Sanilac County in 1997 was 52.8. The statewide average was 53.3. Similar to other areas in the state, Sanilac County land may be at risk of conversion out of agriculture as these farmers act on retirement options. Table 12 5 ani·1 ac C ounty t A cres ofF arm an d 1982 1997 Acres of Farms Acres Lost 1982 444,294 -13,095 1987 431,199 13,208 1992 444,407 -14,701 1997 429,706 -14 ,588 Chanqe 82-97 - Source: U.S. Census of Agriculture Sanilac County Plan for Planning June 16, 2000 16 �• Map 2 Speaker Township, 1964 Plat Map SPEAKER SNCRtl'JAN LINC e o'7ara 1 h~:,j -'0 -.T Joe Brvc~ , ., , T 9 N~R.14 E. 7 I.J I ~Warv1n • t• , I .._ ftr'I, ~ ,,B,,-<.,1CC ~' / J4 I v~,,..a,. ;-.,',e • ~ Mr-s Char/ ~.s Cor.( z.4~P.S ; "" Sanilac County Plan for Planning June 16. 2000 17 �Map3 Speaker Township, 1996 Plat Map SPEAKER T 9 N:-R. 14 E. Cl) 0 0 0 C) Ill .,,0 . 0 Cl) 0 ...8 Ill 0 0 0 cD Ill 8 .,.,, Ill 0 0 0 "' 1200W eoow 400E Sanilac County Plan for Planning June 16, 2000 18 0 !,()()[ IOOOE �Figure 3 MICHIGAN POPULATION GROWTH AND FARMLAND ACREAGE, 1900-2012 20 ~ - - - - - - - - - - - - - - - - - - - - - - - - - , 18 c:=J Farmland Acreage 16 -Total Population 'in g 14 ! 12 -8 10 :i 8 ~ {=. 6 I E 4 2 o W2:.J.-+-...11±J........,_L:::.L--i:J.iil-+-....i..:..;.:J.....+_.w=--t--1=-+--=..........,--'-'=--+-='--1 1900 1920 1940 1954 1964 1974 1982 1992 • 2002 • 2012 • Projected Source: U.S. Bureau of the Census • A significant percentage (90-95%) of Sanilac County soils are classified as "prime" or "unique" for agriculture by the Soil Conservation Service. A recent report by the Michigan Society of Planning Officials indicates that Sanilac County is one of Michigan's most important agricultural counties (see Map 4). The County's agricultural sales are ranked fourth in the state at $132 million. Dairy farming is a prime source of agriculture revenue for Sanilac County. In 1997, it had the biggest population of milk cows in the state at 22,294 and is ranked third in the nation. There were 254,398 acres of farmland in Sanilac County enrolled in the P.A. 116 Farmland and Open Space Preservation program in April of 2000. That is 59% of all farmland in the County . • Sanilac County Plan for Planning June 16, 2000 19 �State Equalized Valuation (SEV) Table Table 13 depicts the trend in Sanilac County of sh ifting agricultural lands into residential properties. The SEV totals in 1989 show roughly 40% of the SEV in Sanilac County was agricultural and nearly 50% was residential. By 1999, the valuation of ag ricultural properties went down to 34% and residential went up to 57% . Nearly all the rise in residential valuation came at the expense of agricultural land . During the same period, commercial and industrial valuation fell slightly by 0.63% and 0.53% respectively. Table 13 Sanilac County State Equalized Valuation Classification Agricu ltural $188 ,398 ,352 ¾ of Total ¾ of Total 40 .1 7% $238,401 ,622 34 .80% $377 ,768 ,372 34 .38% 34,683,037 7.40% 45 ,322 ,354 6.62% 74,431 ,155 6.77% Industrial 10,429,307 2.22 % 12,157,783 1.77% 18,554,800 1.69% 232,868,951 49 .65% 384 ,900,252 56 .19% 626 ,250,390 56 .99% Timber Cutover 2,597 ,100 0.55% 4,115,442 0.60% 984,540 0.09% Developmental N/C N/C 103,200 0.02% 845,600 0.08% Total Real Property $468 ,976,747 $685,000 ,653 Source : Michigan Department of Treasury , State Tax Commission sta7:/c:/winword/excel/saniladsev.doc Map4 ~ Important Agricultural Counties , 1992 I - ~';Y:!:°:~aJ~:nion ~ ';:,':!:"' ~ ~:e':=: - ::ilQu:: • 1999 Commercial Residential • 1994 % of Total 1989 = ~ndcounry sign,ficant lru« 1 1: rm~ C:°""'' Source US Bur•31.; ol Ille Census. C.,,.sus of Agrle utru,.. Sanilac County Plan for Planning June 16, 2000 20 $1,098,834,857 �EMPLOYMENT Overall emploY,ment change in Sanilac County has been positive in the period from 1970 to 1998, rising from 12,950 to 19,700 (see Table 14). Despite declines in the 1980's, the labor force and total employment grew steadily (see Figure 4). Total employment in Sanilac County increased over the past eight years by approximately 17% or 2,850 jobs. Michigan, overall, had an 18 percent increase in total employment during the same period . The labor force grew by approximately 10%. Over the past decade, jobs have increased in Sanilac County by healthy rates, from 1992 to 1996, monthly employment increased from roughly 8,000 to approximately 11,000. Wages have also been on the increase during this period (see Table 15). According to MESC employment by sector data for Sanilac County indicate that the largest growth in the number of jobs within a particular sector was manufacturing with a 34% increase and 1,200 jobs in the years 1992 through 1996. The total change in employment over this five-year period indicates a growth of about 30% or 2,463 jobs (see Table 16). In this time period, employment was growing much faster than the eight year time period from 1990 to 1998 which was previously noted to be 17%. • • Unemployment rates for the County have been more favorable in recent years, following a statewide trend of improvement. In 1980, unemployment peaked in the County at an annual average rate of 18.6. The average for 1998 was 5.5, down from 11.1 in 1990 (see Figure 5). This average was higher than other counties surrounding Sanilac, but only by a few tenths of a percent. Sanilac County Plan for Planning June 16, 2000 21 �Table 14 SANILAC COUNTY LABOR FORCE, EMPLOYMENT & UNEMPLOYMENT 1970-1998 (/) (l) :::i ~ () c....~ c:: c:: :::i (t) :::i .... "< .O> lJ I\.) ..... I\.) l\.)Q) Jan 1970 Labor Force 13100 Employment 12450 Unemployment 650 Rate 5 1980 Labor Force 15250 Employment 12600 Unemployment 2675 Rate 17.5 1990 Labor Force 18900 Employment 16425 Unemployment 2475 Rate 13.1 1998 Labor Force 2on5 Employment 19150 Unemployment 1625 Rate 7.8 Source: www.web.mesc.state.mi.us/ sta 7 :c:/excel/sanilac/gaphs.xls Feb 13125 12400 725 5.5 15250 12225 3025 19.8 18925 15850 3075 16.3 20750 19200 1550 7.4 ADrll March 13075 12200 875 6 .7 15275 12300 2975 19.5 18875 16050 2825 15 20550 19075 1475 7 .2 13925 12325 1600 11.5 16000 12525 3475 21.7 18800 16375 2425 12.9 20200 19225 975 4.9 May 14025 12650 1375 9.8 16700 13125 3575 21.4 19000 17075 1900 10 20975 20150 825 June 14525 13175 1350 9.3 16900 13375 3525 20.9 19400 17500 1900 9.8 21250 20325 925 4.4 4 o:::i 0 o' July Aug Sept 15350 13825 1525 9.9 17225 13650 3575 20.7 19675 17625 2075 10.5 21075 19575 1500 7.2 16350 15000 1350 8.3 17200 14525 2675 15.5 19750 18100 1650 14700 13625 1075 7 .3 16425 13725 2675 16.3 18925 17275 1650 8.7 20600 19750 850 4.1 8 .4 21100 20075 1000 4.8 Oct 14325 12950 1375 9.6 16375 13925 2475 15 18700 17200 1500 8 21175 20275 900 4.2 s· (Q 10.4 20875 19950 925 4.4 20000 . . °g- 15000 0.. 0 ~ .0 § 10000 z - 0 ~ 1970 -+-Labor Force • 1990 1980 - - - Employmenl • 1998 ........ unemptoymenl 1900 10.6 2100 11 .1 20850 19700 1175 5.6 20850 19700 1150 5.5 14250 12350 25000 5000 · 16225 13200 3025 18.6 18950 16850 13925 12300 1625 11 .7 15950 13225 2725 17 18500 16575 1925 Sanilac County Labor Force, Employment & Unemployment Comparisons ~ :::i :::i 13.3 16025 13100 2925 18.3 18050 16125 Dec Figure 4 0.., 1900 AMUal Ave. 14225 12950 1275 Nov ~ Total Change % Change 9 250 1750 9.6 2725 3650 -925 -7.5 1900 2850 -950 -5.6 1.93% 137.25% 106.67% 16.80% 27.65% -30.58% -40.32% 10.03% 16.91% -45.24% -50.45% �Table 15 SANILAC COUNTY Year 1992 1993 1994 (/) Q) ::J ~ ("') () 1995 c..... 0 C: C: ::J ::J (b ~ ""Cl I\.) .... ..,._, ' ' •0) Q) I\.) 1996 ::J g o' a-. ~ ::J ::J 1997 Reporting UnllB Quarter 1ST 755 2ND 752 3RD 752 4TH 774 1ST 801 2ND 811 3RD 810 4TH 808 1ST 812 2ND 821 3RD 831 4TH 646 1ST 873 2ND 879 3RD 891 4TH 903 1ST 904 2ND 914 3RD 909 4TH 908 1ST 905 2ND 914 Total Change In Rep. Units EMPLOYMENT & WAGE BY QUARTER 1992-1997 Total Change In Monthly Weekly Employ Change In % Ave. Weekly Wage. o/o Change ment Mon. Emp. Change Wage @illit&tt~;:~ftJt@iliWlliitMill -3 0 22 27 10 -1 -2 4 9 10 15 27 6 12 12 1 10 .5 •1 .3 9 -0.4% 0.0% 2.9% 3.5% 1.2% -0.1% ·0.2% 0.5% 1.1% 1.2% 1.8% 3.2% 0.7% 1.4% 1.3% 0.1% 1.1% ·0.5% ·0.1% -0.3% 1.0% s· (Q This data represents the complete count of employm ent and wages for workers covered by M1ch1gan Insurance programs available as of Feb. 2000. Source: www .web.mesc.state.mi.us/ bta7:c.lttxcttl/saniloc/gaphs xis 7,370 8,106 8,397 8,110 7,864 8,767 9,273 8,817 8,371 8,826 9,704 9,615 9,489 9,664 10,420 10,412 9,781 10,462 10,914 10,679 10,816 11 ,300 ~tffi&l@t~~;fu@J.JJ~ 736 291 -287 -246 903 506 ·456 -446 455 878 -89 -126 195 736 -8 -631 681 452 ·235 137 484 10.0% 3.6% -3.4% -3.0% 11 .5% 5.8% ·4.9% -5.1% 5.4% 9.9% ·0.9% ·1 .3% 2.1% 7.6% ·0.1% -6.1% 7.0% 4.3% ·2.2% 1.3% 4.5% 327.25 341 .34 341 .18 389.26 334.83 363.71 357.15 415.88 365.18 378,34 389.44 404.91 376.19 380.64 383.9 420.25 389.38 401.58 393.88 459.72 403.91 402.08 %ChMge 1@1~Wtilllft~iillili~~lli01Jimd 14.09 -0.16 48.08 -54.43 28.88 -6.56 58.73 ·50.7 13.16 11 .1 15.47 -28.72 4.65 3.06 36.35 -30.87 12.2 -7.7 65.64 -55.81 · 1.83 4.3% 0.0% 14.1% ·14.0% 8.6% ·1 .8% 16.4% ·12.2% 3.6% 2.9% 4.0% -7.1% 1.2% 0.8% 9.5% -7.3% 3.1% -1 .9% 16.7% · 12.1% -0.5% Total Quwterly Wages a1,354,ose 35,969,733 37,244,044 41,039,430 34,230,826 41,452,573 43,053,928 47,668,854 39,740,461 43,410,305 49,129,072 50,611,761 46,405,335 47,944,951 52,002,789 56,883,351 49,510,587 54,617,158 55,864,830 63,822,107 56,793,193 59,065,736 Total Change In Quarterly % Wages Change mi?P►Mt~ild 4,615,675 1,274,311 3,795 ,386 -6,808,604 7,221 ,747 1,601 ,355 4,614,926 -7,928,393 3,669,844 5,718,767 1,482,689 -4,206,426 1,539,616 4,057,838 4,880,562 -7,372,764 5,106,571 1,267,672 7,937,277 -7,028,914 2,272,543 14.7% 3.5% 10.2% ·16.6% 21 .1% 3.9% 10.7% ·16.6% 9.2% 13.2% 3.0% ·8.3% 3.3% 8.5% 9.4% · 13.0% 10.3% 2.3% 14.2% -11 .0% 4.0% �1992 Table 16 SANILAC COUNTY EMPLOYMENT & WAGES BY INDUSTRY DIVISION 1992-1996 1993 1994 1995 1996 1992-1996 Total (/) Q) :::i ::::; tll () c.... (') C: :::i 0 § Agriculb.Jre, Forestry & Fishing Mining Construction Manufacturing Transportation & Public Utilities Wholesale Trade Retail Trade Finance, Insurance & Real Estate Services Total Monthly Employment Total Wases Monthly Employment Annual Monthly Monthly Employ- Total Annual Employ- Total Annual ment ment Wases Wases Total Annual Wases 169 113 322 3,622 2,997,166 2,314,073 5,846,383 78,928,631 201 117 336 4,001 3,107,857 2,372,002 6,466,872 91,172,313 187 113 338 4,251 3,294,707 2,481,452 7,348,407 99,031,298 196 125 355 4,720 3,564,026 2,876,369 6,785,514 111,131,175 142 336 1,531 3,TT9,154 6,149,056 17,831,451 207 347 1,610 7,447,327 6,814,286 19,055,143 226 382 1,645 9,063,623 7,627,622 20,641,996 227 365 1,TT4 8,723,362 7,952,623 23,247,339 309 1,453 7,996 5,398,660 22,362,651 14,507,225 315 1,548 8,680 5,504,438 24,385,944 166,406,181 374 1,614 9,129 7,381,651 26,020,841 182,891,600 386 1,855 10,001 7,476,054 31,479,964 203,256,426 Total Annual Wases Change Employment %Change In Em~-ment 3,614,255 2,927,980 8,134,0TT 122,069,856 26 16 64 1,261 15.38% 14.16% 19.88% 34.82% 93 1,878 9,444,190 8,805,912 25,380,613 50 347 65.49% 14.88% 22.66% 393 1,974 10,459 7,818,131 35,639,766 223,834,682 84 521 2,463 Monthly Employment 195 129 386 4,883 235 386 Cl)~ ~!ill Source: www.web.mesc.state .mi.us/ sta 7 :c:/exceVsanilac/graphs.xls o' Agure 5 C) C)"" Sanilac County Unemployment Rate Comparison 1970-1998 r1 (Q 20 18 16 14 12 10 8 ,_ -6 4 2 0 1980 1970 I 1990 -UNEMPLOYMENT RAT_E, ~ ·- l 1998 27.18% 35.86% 30.80% �PROBLEMS FACING SANILAC COUNTY A number of significant problems facing the County have been identified by County and lo'cal government officials at a forum on February 151\ 2000 and by 28 County leaders who responded to a leadership survey sent to members of the County Planning Commission , County Board of Commissioners, Economic Development Corporation , local officials and members of key stakeholder groups. Key problems are listed below in no particular order. A complete list of all responses is found in Appendix C. MAJOR THREATS OR EXISTING PROBLEMS AS RELATED TO LAND USE, ECONOMIC DEVELOPMENT, ENVIRONMENTAL PROTECTION, PUBLIC SERVICES AND/OR RELATED ISSUES. Key topic areas(* means was very frequently listed): • Agricultural land lost for residential development* • Need for farmland preservation: growth is threatening long term agriculture* • Need to better manage the growth pattern* • Inadequately or uncontrolled growth* • Lack of comprehensive plan for land use to guide growth.* • Lack of plans for environment, agriculture and economic development* • Perceived lack of coordination and communication between units of government* • Lack of money to make or implement plans* • Drinking water quality and supply, along shoreline especially* • Waste management (generation, to disposal, to recycling)* • Road and bridge condition and maintenance* • Attracting new business and industry to the area (for better paying jobs with benefits)* • Social issues: low incomes, crime, more dedication needed for K-12 education* • Lack of secondary education locally* • Lack of telecommunication • Lack of daily newspaper • Not much of an opportunity for culture • No easy access to interstate • Lack of access to health care options • Lack of senior housing options • Price of land makes affordable housing difficult • Lack of quality recreation opportunities • Sewage levels too high, soils won 't perk • Not a significant tax base. Sanilac County Plan for Planning June 16, 2000 25 �OPPORTUNITIES FACING SANILAC COUNTY Though the County is faced with a number of significant problems in regard to its existing and future character, there are a number of opportunities and assets which also exist. The following examples are derived from the leadership leader brainstorming on February 151\ 2000 and the survey. The complete list is found in Appendix C. MAJOR OPPORTUNITIES FACING SANILAC COUNTY. • Great recreation facilities and opportunities* • Underdeveloped tourism with potential* • Miles of Lake Huron shoreline* • Access on five state highways* • Small town atmosphere* • Good quality of life; quiet communities* • Open space, fresh air* • Farmland base, #1 dairy in state, #3 in nation, link to world economy* • Agricultural raw material (commodities) that has potential to be processed here* • Low cost land, available for development* • Workforce with good work ethic* • Has Renaissance Zone status for assisted living for seniors • Existing material recovery facility to build on • Diverse employment base which weathers economic storms • Less crime • Petroglyphs and Minden Bog • Hunting and fishing • Cooperative spirit: ability to cooperate at intergovernmental level • Formation of Economic Development Corporation within the coming year • Low-density environment • Manufacturing • Productive farmers . Sanilac County Plan for Planning June 16, 2000 26 �OBSERVATIONS ON THE COUNTY'S EXISTING PLANNING PROGRAM • A General Development Plan (also known as Comprehensive or Master Plan) is the foundation for a community's planning and zoning program. A General Development Plan identifies the intended future character of the community regarding future land use patterns , public services, preservation of open spaces and natural resources, and related considerations. A General Development Plan is a policy document intended to provide strategic planning policies to enable a community to shape its own future and guide its destiny. Section 4 of the County Planning Act (P .A. 282 of 1945) requires a County Planning Commission to create a Plan. Sanilac County last adopted a General Development Plan in 1974. The basic rule of thumb is that a Plan should be thoroughly reviewed and updated at least once every five years. By that rule , the County is 21 years overdue for an update. Many local governments in the county also lack a Master Plan, or have one which is quite old (see Table 17). Sanilac County has been behind in land use planning, mapping, and data collection for many years. Focus 2000 was a strategic planning process started in 1992 that formulated task forces to investigate planning for education, transportation, tourism, etc. The plan addressed immediate concerns for the County but did not set up or suggest a long term planning process and vision for the County. The Government Committee within the Focus 2000 process did recommend that a County Plan should be created and that it should outline a County Zoning Ordinance as a basis for standard zoning enforcement. In order for Sanilac County to meet the problems previously identified, seize the opportunities available, better operate regionally and plan for its future rather than simply letting it happen, it should address many serious unmet planning needs. For example: • County General Development Plan is 26 years old and not used • Most of the local units of government in the County do not have a Master Plan--the larger ones are updating now or did recently without the benefit of a "big picture" (County-wide) view (see Map 5) • Most of the Zoning Ordinances in the County are old and in need of updating (see Map 6) • No County-wide GIS work has been done, there are only hand generated maps and a general lack of data • There is no common vision or County-wide policy plan to guide land use and infrastructure decisions among County and local governments • There is a lack of coordination between units of government on planning and zoning • There has been little opportunity for broad-based public input on planning issues Sanilac County Plan for Planning June 16, 2000 27 �• • • Decision-making on land use issues is reactive (not proactive) There is a lack of professional planning assistance from the County to local governments (as there is in adjacent counties, but local governments haven 't expected that of County) Few' County funds have been made available to improve planning in the County and a significant multi-year effort is needed . Yet, there are funds for planning being raised and spent within local jurisdictions (see Table 17). However, without a County General Development Plan in place , local governments typically plan as if each is an island unto itself (without regard for impacts on its neighbors). There is no common vision for the future . The most significant opportunities for cost savings with coordinated County-local planning efforts include: 1. Common and current data base 2. Common format for and a complete set of current maps 3. Common vision of future 4. Common planning principles and development guidelines used in plans 5. Common zoning and subdivision regulations (based on the same model) 6. Wiser public facility decisions and a common format for capital improvement programming 7. Get everyone using common software and hardware (for GIS, data base management, spreadsheets and even word processing), makes sharing of information easier, less costly and more efficient. 8. Fewer revision costs due to land use conflicts at borders which are prevented "up front". A new County General Development Plan will have eight major uses: 1. Present a common vision of the future that is citizen based 2. Guide County Planning Commission in review of Township rezonings , Master Plans plus new Zoning Ordinance adoptions 3. Guide in CIP preparation plus implementation (infrastructure) 4. Guide in private sector land development decisions 5. Guide in economic development investments 6. Guide in preparation of other County plans: recreation , sewer/water, etc. 7. Guide development of local Master Plans 8. Assist in grant applications for federal or state funding assistance with infrastructure or economic development initiatives. Sanilac County Plan for Planning June 16, 2000 28 �TABLE17 SANILAC COUNTY COMMUNITIES MASTER PLANNING AND ZONING Community Appleaate Arav1e Austin Bridaehampton Brown Citv Buel Ca rsonville Croswell Custer Deckerville Delaware Elk Elmer Evergreen Flvnn Forester Forestville Fremont Greenleaf Lamotte Lexinaton Lexinaton Maple Valley Marion Mar1ette Mar1ette Melvin Minden Minden Moore Peck Port Sanilac Sanduskv Sanilac Sanilac Speaker Washington Watertown Wheatland Worth Type of Community Vi llaae Township Township Township Citv Township Citv Citv Township Vi llage Township Township Townshio Township Township Townshio Villaqe Township Township Township Township Villaae Township Township Citv Township Villaqe Villaae Townshio Township Villaae Villaae Citv Countv TownshiP Township Township Township Township Township Master Plan Yes Yes Yes Yes Yes Yes Yes Yes Yes No No Yes Yes Yes No No No Year Master Plan Adopted 1986 1998 1990? 1976 1990 1986 1993 1963 1983 Year Master Plan Updated Update In Progress No No No No No No Zoning Ordinance Yes Yes Yes Yes Yes Yes Yes will be 2000 Yes No Yes Yes Yes Yes No No Yes No No Yes Yes Ye s Yes Yes No Yes 1983 1995 1970's W,f=J,f,ttt 'H'fH~/JifiH: =,=t=ltlllll !tl'ti ,{iii)';()' =',f)ii='ifi:i:,;::,;, {,:,Hi:\{){;{)',':(,},{,(,':{){;{ {:{,{:','W){) No No Yes Yes 1995 Yes 1992 Yes Yes Yes 1985 Yes Ye s No No Yes Yes No Yes Yes 1974 Yes Yes No No Yes No Yes No No Yes No Yes Yes 1985 No Ye s Yes No Yes 1997 Ye s 1987 Yes No Yes Yes No Yes No Yes No No Yes No Yes Yes Yes Yes No No Yes Yes 1998 Yes -~€®A~in~-£~i=1° Year Zoning Ord . Adopted 1986 1998 1989 1973 1996 1986 1983 1968 1984 1981 1992 1982 1995 Year Zoning Ord. Updated 1993 1998 Yes Yes No 1990's No Yes Yes No No 1997 1976 :ii i,;,;,::;,:,:,:::::::::,:::::::::::,:,;,:::,: ,;,:::,:,;,:,:,:,:,;,;,;,:;,;,;:;:;,i::; ,;,:,:,:::,:,;,;,(,:,:,:,:,:,:,:,:,:;:,:,:.: 1988 1994 1993 1972 1970 1996 1994 1982 No Yes No No No 1975 1997 1985 198? 1990 1972 1980 1991 No No Yes Yes No 1995 1996 1990's Italics indicates data from 1994 MSPO statewide suNey because the municipality did not respond to the PZC suNey. sla7:c :/exceVsanilac/masplan.xls 6-16-00 Sanilac County Plan for Plann ing June 16, 2000 29 Update In Progress No No No Yes Yes No Yes No Yes Yes �Maps Sanilac County Communities with Master Plans HURON COUNTY Minden■ Forestville DELAWARE TOWNSHIP MARION TOWNSHI EVERGREEN T OWNSHIP FORESTER TOWNSHIP Deckerville LAMOTTE TOWNSHIP TUSCOLA COUNTY LAKE HURON * 1976 CUSTER TOWNSHIP BRIDGEHAMPTON TOWNSHIP 1983 Port 1993 ·11 e Carsonv1 Sanilac 1997 1995 FLYNN TOWNSHIP 19 ELK TOWNSHIP BUEL TOWNSHIP 1986 LEXINGTON TOWNSHIP 1995 Croswell 1983 LAPEER COUNTY ■ Melvin WORTH TOWNSHIP 1998 ST. CLAIR COUNTY tNorth D FREMONT TOWNSHIP State Game Areas or Archaeologic Sites Communities with Master Plans 1986 * Year Master Plan adopted Update in progress Numbers in Italics Indicate data from MSPO 1994 Statewide Survey because the community did not respond to the year 2000 survey. Two communities did not respond in 2000 and there was no MSPO data available. These were Fremont and Greenleaf Townships. Sanilac County Plan for Planning June 16, 2000 30 �Map6 Sanilac County Communities with Zoning Ordinances HURON COUNTY Minden■ Forestville MINDEN TOWNSHIP DELAWARE TOWNSHIP 1975 1992 MARION TOWNSHIP EVERA GREEN T WNSHIP FORESTER TOWNSHIP 1970 1990's * 1996 LAMOTTE TOWNSHIP TUSCOLA COUNTY LAKE HURON * CUSTER TOWNSHIP 1988 1998 * 1997 Deckerville 1976 1981 1973 * BRIDGEHAMPTON TOWNSHIP Port 1993. Carsonville Sanilac 198? * MARLETTE TOWNSHIP 1994 ELMER WA TOWNSHIP TO 1995* 1991 Marlette 1996 FLYNN TOWNSHIP BUEL TOWNSHIP 1986 1997 LEXINGTON TOWNSHIP 1994 Croswell 1968 LAPEER COUNTY ■ Melvin FREMONT TOWNSHIP * WORTH TOWNSHIP 1982 ST. CLAIR COUNTY tNorth D State Game Areas or Archaeologic Sites Communities with Zoning Ordinance 1986 * Year Zoning Ordinance adopted or updated Update in progress Numbers in italics indicate data from MSPO 1994 Statewide Survey because the community did not respond to the year 2000 survey. Two communities did not respond in 2000 and there was no MSPO data available. These were Fremont and Greenleaf Townships. Sanilac County Plan for Planning June 16, 2000 31 �In addition, a broad range of County produced GIS maps and services will be useful for: • County and local planning • County and local development review • • Private sector land development • Future economic development. Some revenue is likely to be generated by GIS services, but it is not likely to be enough to cover the cost of establishing the service . This issue is not simply whether or not to act, or whether to act only if a source of money is found, there are consequences of not acting (and not to act is to act). • Current trends will continue into the future--including sign ificant loss of rural character to the landscape • There will be more loss of the agricultural base of the County • There will be more missed opportunities for integrated and coordinated planning in the County • There will be more missed opportunities for cost sharing in the County • Infrastructure decisions will continue to be uncoordinated and sometimes money will be spent twice • There will continue to be a lack of a clear vision for the future of the County • Local communities within Sanilac will be planning without the benefit of a unifying vision, therefore local plans may not address the following: o Unlikely to address issues that are of greater than local concern o Unlikely to include strategies to achieve broader, County-wide economic development and/or environmental protection issues o Unlikely to result in a County-wide land use pattern that achieves broader quality of life concerns. • Sanilac will fall further behind neighboring counties in terms of its ability to proactively guide growth. (St. Clair: new plan, GIS; Tuscola : new plan, GIS; Huron: GIS; Lapeer: new plan to start soon.) • Perhaps most important, significant public service costs will continue to be deferred to the next generation . Do the citizens of Sanilac County want the negative impacts of the current land use pattern to be passed on to their children and their children 's children? (These are costs for road and drain improvements, new schools, public water and sewer systems that will be enormous because the population to be served is spread all over the country-side rather than concentrated in or near cities and villages where it can be economically served). Sanilac County Plan for Planning June 16, 2000 32 �Based upon the previous discussion of the current trends and conditions in the County, including the status of its current planning program , a direction begins to evolve as to the broad and specific initiatives Sanilac County should pursue to both purposefully and strategically guide the County into the future. These initiatives are aimed at moving the County into a ''proactive" stature in regard to guiding the future character of and quality of life in the County and includes both broad based planning initiatives and specific work plan strategies. It also seeks to ensure that planning is well integrated and coordinated throughout the County. CONCLUSIONS AND RECOMMENDATIONS The following list of conclusions and recommendations were made in response to concerns and opportunities mentioned at the joint meeting on February 15th , 2000, identified in the leadership surveys and in the foregoing analysis. 1. The lack of a complete map set and common County database useful to all jurisdictions and public agencies on land use, environmental and economic development issues is hampering the County's (and local governments? ability to guide future growth. While the County has some of the basic maps typically needed for land use and infrastructure planning, none are in digital form . This fact greatly restricts their utility for county-wide or local planning. Many counties in Michigan are moving to digital mapping using computerized geographic information systems (GIS). Many of the data trends discussed in the prior section can be best observed spatially and GIS allows communities to look at trends visually and better understand the potential effects of their land use decisions. Computerized mapping allows for much more flexibility in map outputs--including various sizes from 8½" x 11 " to 36" x 48" plots, in color or black and white. GIS allows easier data updating and amazing analysis capability when it comes to Sanilac County Plan for Planning June 16, 2000 33 �overlaying information related to the same geographic area (see Figure 6). While the cost of inputting data into a GIS system initially often exceeds other hand operations, the long-term benefits far outweigh up-front costs . In addition, there is more and more digital data becoming available that can be readily used if the County had a,GIS. For example , considerable demographic and economic data is available in digital form (see December 1992 special issue of PZN). Soils, topographic and 1978 land use/land cover data are available for the entire county. Without a full set of basic maps at a uniform scale, it is very difficult to undertake quality county-wide planning. Sanilac County is at a distinct disadvantage compared to other neighboring counties in this regard. GROUNDWATER VULNERABILITY Figure 6 BASE MAP Overlaying capability of maps in a GIS. While it is desirable to have all basic data in digital form and mapped at a common scale on a GIS system, obviously land use planning can be performed without a computer system in place - it is just more difficult and less flexible. However, it is often better to begin little by little than not to begin at all. Thus, if monetary resources for a full-blown GIS were not available, GIS work could still begin on an incremental basis. Also, there are many private sector firms available to do the work if the County should decide not to establish its own GIS program internally. Another option would be for the County to partner with another nearby County, such as Huron or St. Clair, with a GIS system already in place. The "I" in GIS stands for information. The first step to establishing a computerized mapping program is to assemble existing data about the COUNTY Sanilac County Plan for Planning June 16, 2000 34 �that is desirable to be mapped for analysis. There is an enormous database that can be assembled from existing sources including: Census, DNR (MIRIS)1, Natural Resources Conservation Service , County Equalization Department, etc. Much of it is already in digital form. Other pieces will require considerable time to gather and/or (Jpdate for inclusion (such as parcel specific data). However, this should be a high priority activity. Quality decisions can best be assured with quality data. 2. A continuous, coordinated, and cooperative planning process involving all local governments and other County agencies along with the County Planning Commission should be created. It should begin with agreement on a Work Program and end with the preparation of a new County General Development Plan. Once complete, the Plan must be updated on a regular basis. The County Planning Commission can initiate this effort with financial support from the County Board of Commissioners and initial professional planning consultant assistance during the Plan preparation. However, to be sustained after a Plan is complete requires the efforts of a full-time County planner. If energy and resources are not put into continuing the effort, it will simply be a Plan that sits on a shelf-like the last one. 3. The County Planning Commission should prepare a new General Development Plan with broad public and stakeholder input and the active involvement of local governments in the County. The County Planning Commission should seek public input through the most economic combination of the following techniques: • Surveys • Focus groups • Citizen visioning • Goal setting • Advisory groups • Development of a direct line of communication with all local units of government in the County. 1 MIRIS contact person Mike Donovan (517 ) 335-3445 has many maps of Sanilac County available for a specific fee . Data indudes base maps, land use/land cover, digital elevation , etc. Sanilac County Plan for Planning June 16, 2000 35 �Recommendations Based on the foregoing analysis , it is recommended that the following actions be initiated in Sanilac County by the County Planning Commission and Board of Commissioners: 1. Commitment to development of a computerized GIS system. Consideration should be given to having this started by a consultant so that a large volume of data can be quickly digitized and entered into the system. If the County does not follow through on acquiring standardized maps on a timely basis , any timeline for development of a new County General Development Plan could be thrown off. The County has several options to acquire GIS technical assistance: through a GIS consultant, by contracting with a nearby County with GIS capability or by creating a GIS position within the County. 2. Commitment to creation of a new County General Development Plan for Sanilac County. The Plan should be done with consultant assistance but will take significant effort on the part of the County Planning Commission, particularly with no full-time County planning staff. Because the current County Plan is so out-of-date and there is no current funding in place for a planning program, there will need to be a significant effort by the County Planning Commission before a consultant could be hired for the new Plan . 3. Commitment to creation of the position of County Planning Director and hiring a qualified person to fill the job, at the end of the County General Development Plan process. If funding is not allocated for a planner another County staff person would need to be made responsible for the Plan and for storage of all planning documents. 4. Commitment to broad public and stakeholder input and intergovernmental cooperation for all the above tasks and for ongoing efficiency and effectiveness in planning and infrastructure. Without broad public input and intergovernmental cooperation, the jurisdictions within the County will continue to pull in their own directions and no common vision of the future will ever be achieved . Sanilac County Plan for Planning June 16, 2000 36 �Continuing on the recommendations made in the last segment of the report, the work program is designed to give a better outline of phases and tasks associated with the recommendations. The proposed Work Program for Sanilac County consists of four principal phases with many separate tasks in each. Phase One Agreement to Work Program (target 6 months to complete) This first phase is designed to get the County more organized for the multi-year project that they will be taking on. The County needs to seriously examine options for funding and resources for planning and GIS work. The creation of a GIS system also needs to be organized in this early phase, whether created in house, in conjunction with neighboring counties or through consultants. Task One The first phase of this process needs to begin acquiring and allocating funding/resources for a continuing Sanilac County planning program. The following list represents potential resources for equipment, software and staff assistance and/or funding for the planning process: • County general fund (the way the bulk of most counties fund their county planning programs) • Local units of government provide some funds through cost sharing • DEQ Coastal Zone Management program (planning related to shoreline environmental protection)--may or may not qualify • MSU students/interns • Volunteers • Local agencies (NRCS , Drain Commission, Road Commission, MSU Extension) • Michigan Coordinated Planning Act (proposed act that may allow for funding of a County Plan, but has not been finalized yet. GIS work is unlikely to be covered.) Sanilac County Plan for Planning June 16, 2000 37 �The County should acknowledge that the coordination of all of these resources ahead of time would be the best for the most seamless process possible. A coordinating person on the County staff or Planning Commission should be responsible for this task, if funding is not available immediately to hire full-time planning staff. • Task Two The second task within this phase includes the creation of a GIS system (through coordination with other County governments, hiring a contractor or qualified staff.) The County has to choose from the following options : • Hire Center for Remote Sensing at MSU (or the comparable facilities at EMU , CMU or WMU) • Hire a scanning/digitizing company • Partner with a local County (St. Clair or Huron ) • Create a GIS workstation within Sanilac County. Hiring a full-time staff person is the best option if all the County departments commit to its use. But if funding is limited the County should try to start on as many of the GIS mapping tasks they can, even on an incremental basis . The most expensive and most useful in the long term is parcel mapping. However, this should be done in conjunction with a county-wide remonumentation process (for which there are some state funds on a competitive process). Phase Two: Data and Mapping (Approximate duration: 12-18 months) Task One: Collection of Data (Approximate duration:6 months) All easily available existing information in digital, paper and map form from State and local sources would be gathered and organized for easy retrieval by a planning consultant or future GIS director. The data sources and methods of data storage would need to be clearly specified. Analysis of the key demographic, economic and land use information would be performed with assistance from a planning consultant. Key trends and conditions would be included in the form of a chapter to become a part of the County General Development Plan. An inventory of uncollected, but desirable data and maps would be prepared. The protocol for a land use inventory of every parcel in the County would be prepared by the planning consultant. Once approved by the Planning Commission , it would be distributed to all local units of government in the County and they would be encouraged to use it if they performed, or contracted for any planning work. It would also be used by the County as funds became available. Sanilac County Plan for Pla nning June 16, 2000 38 �The following types of data are desirable to collect for all land area and jurisdictions in the County (see also the MSPO publication, Workbook for Preparing or Updating a Master Plan): • Existing land use (at the parcel level), by jurisdiction • Environmental/natural resources inventory: including topography, drainage, soils, flood plains , wetlands, areas vulnerable to ground water contamination • Housing type and condition • Transportation and circulation : streets and roads • Community facilities inventory • Utilities (public sewer and water) • Fire and police services • Solid waste disposal facilities • Other publicly owned land and services • Economic information, by population and business activity • Census data • Plans and zoning for all jurisdictions • Relevant social/cultural information, including historical considerations and features • Existing zoning • P.A. 116 lands. The County Planning Commission should complete gathering a current version of all local Master Plans and Zoning Ordinances within the County and thereafter keep such files up to date. The planning consultant or GIS director would then prepare a composite future land use map and composite zoning map of all local plans and zoning ordinances on a common scale. Common land use categories and density ranges will need to be established. This information would be used to determine the degree of land use compatibility between local plans and zoning ordinances, the differences between planned and zoned density and the reasonableness (from a County-wide perspective) of current local planning and zoning. A buildout analysis would also be performed by the planning consultant or GIS director and the results included in a brief report. The County Planning Commission would also distribute a base map and directions (prepared with assistance from the Consultant) to each local planning commission/zoning board and ask them to identify and describe on the map, key land use issues/problems/opportunities within their community as well as others elsewhere in the County. These would be analyzed and documented in a brief report by the Planning Consultant. If the data is available, a "measles map" should be prepared . This is a map showing the specific location of every new house built in the County over the past decade. These maps clearly show the trend in land use and illustrate the change in rural character taking place. Sanilac County Plan for Planning June 16, 2000 39 �Task Two: Basic Map Information (Approximately 12 months) The geographic location of all the information listed under Task 1 should be gathered , stored in digital format and mapped as part of a computerized GIS. At the completio r'l of the planning process, there should be a complete set of display sized maps on mylar of every relevant map in the County General Development Plan . In addition , report-sized maps and display-sized color maps should also be prepared for each of the following: • Base map • Right-of-way base map • Lot line base map • Topography • Floodplains • Hydric Soils • Wetlands • Woodlands • Soils with limitations for septics • Soils with limitations for basements • Water systems • Sewer systems • Road classifications • Drains • Public facilities (location and type) • Park and recreation facilities (location and type) • Groundwater vulnerability • Land cover/use • Land use by parcel map for all jurisdictions • Planned land use map for all jurisdictions (that have adopted plans) • Composite zoning map for all jurisdictions • Most suitable soils for development • Future land use map (to be completed as part of the County General Development Plan) Phase Three: Public Input (Approximate duration: 6 months) This phase would involve the public in the development of vision and goals for the new County General Development Plan. This work would be performed by a planning consultant. A local government advisory committee should also be formed with a representative of all units of local government in the County. It should be active in the Phase Three and Phase Four activities. Task One: Visioning A series of Town Meetings could be conducted for identifying the aspirations of citizens and local government officials regarding the future of Sanilac County. Using futuring or visioning methodology, County residents would identify images of the future as they wish it to be . These images would be combined with the Sanilac County Plan for Planning June 16, 2000 40 �results of previously generated materials (including the written leadership opinion surveys of key issues and opportunities gathered as part of the Plan for Planning, other focus group input, surveys, and possible advisory group input) to develop a written statement describing a common vision of the future. The consultant wo~ld assemble and analyze the visioning input and draft the common vision statement. Task Two: Goals and Objectives Goals, objectives and policies would be prepared in draft form by the planning consultant to refine the common vision developed in Task 1 of Phase 3. They would be the foundation of the County General Development Plan. After refinement by the County Planning Commission, the draft goals, objectives and policies would be presented to the public at a second series of Town Meetings conducted with assistance from the consultant. At these meetings, both short and long-term actions to improve the physical and economic stability of the County as well as to improve other essential components of quality of life would be brainstormed by participants. Task Three: Alternative Analysis During this task, key planning principles would be approved by the County Planning Commission and at least three future land use alternatives would be considered: the future if current trends continued, the future if existing zoning were implemented as it exists, and the future if the vision created in Task One of Phase Three were implemented. Formal public consideration of these alternatives would be achieved through another series of Town Meetings. Phase Four: Plan Preparation (Approximate duration: 6 months) The final phase would include the draft plan preparation, which would involve the consultant utilizing the data gathered within the second phase of the process and molding it with public comment from phase three. One of the alternatives, or a new alternative based on elements of the others would be used as the basis for the future land use map. Strategies to implement the vision and the map would be developed along with clear policies to guide future decisions. Task One: Draft Plan A draft of the Plan based upon the outcome of the previous tasks would be developed for review and refinement by the County Planning Commission, local jurisdictions, and the public. Task Two: Public Reaction Town Meetings would be held to introduce the draft Plan. After refinements were made, a public hearing on the draft County General Development Plan would be conducted by the County Planning Commission. Sanilac County Plan for Planning June 16, 2000 41 �Task Three: Revision Depending on public comment the draft County General Development Plan may need revisions to take into account final concerns and information. Task Four: Attoption Adoption of the Plan by the County Planning Commission and formal acceptance of it by the County Board. Task Five: Assurance of the Continuation of the Sanilac County Planning Program As work on the County General Development Plan draws to a close (if it hasn't been done earlier), the role, function, physical space needs of and job description for a County Planning Director would be prepared by the County Administrator and Planning Consultant. A budget for the County Planning Director's salary would also be prepared and submitted to the County Board of Commissioners for approval after receiving comments on the proposal from the County Planning Commission. A significant part of the job could include performing or coordinating the performance of GIS services in the County. The County Planning Director will supplement prior data gathering and analysis of specific information related to completing at least the following additional plan elements if so charged to do so by the County Planning Commission: • Detailed Transportation Plan • Detailed Public Facilities and Infrastructure Plan • Detailed Agriculture and Open Space Preservation Plan (if needed) • Detailed Housing Plan • Detailed Economic Development Plan (if not done by the EDC) • Detailed Parks and Recreation Plan (if needed). In addition, development of a County-wide capital improvement program, model zoning regulation and model development guidelines would also likely be responsibilities of the County Planning Director. If funding could not be identified for the position of County Planning Director, minimally the County should identify a place for the entire new County planning maps and records to be stored within the County offices. A County staff person needs to become responsible for these documents and be the contact person for planning related questions. It would probably be the person responsible for maintaining GIS data and maps. NOTE: A sample RFP will be prepared for securing GIS and planning consultant services once a decision on the recommendations of this Plan for Planning has been made. Sta 7\winword\sanilac\sanfinal.doc 6-16-00 MM Sanilac County Plan for Planning June 16, 2000 42 �Appendix A Sanilac County Plan for Planning June 16, 2000 1 �Agriculture Census for Sanilac County, Michigan http://govinfo.lihr.uy.orst.edu/cgi-bin/ag-list?O 1-151.mi.: Agriculture Census for Sanilac County, Michigan Table 1. County Summary Highlights ! __._,__ Get the above selected report ❖-•--,·=-·-, l w_•_-,,»x-,·•»».••.->.•·•.' ··,·"""·•~ ······························· 1 Enter keyword to search for a report item: ; [ A~riculture Census - Michi~an Home Page I ( Download Data l 1997 CENSUS OF AGRICULTURE Sanilac County, Michigan Table 1. County Summary Highlights -----[1997]-------[1992]-------[1987)---------------------------------------1448 429706 297 150 400889 1379 92024 42 269 525 377 150 85 1365 380837 1182 334433 35 3614 132513 91514 75027 57486 302 108 160 190 184 166 338 102825 1433 444407 310 1559 431199 277 (N) (N) 275080 863 74240 39 234 501 213511 764 60821 63 225 562 477 161 413 157 89 1365 404349 1286 334227 31 3232 116977 81631 53356 63620 225 144 130 243 192 170 329 94707 71 1488 390529 1440 303733 39 1997 97533 62561 40886 56647 216 162 209 281 207 191 293 79886 Farms (number) Land in farms (acres) Land in farms - average size of farm (acres) Land in farms - median size of farm (acres) Estimated market value of land and buildings Estimated market value of land and buildings Estimated market value of all machinery/equi Farms by size: 1 to 9 acres Farms by size: 10 to 49 acres Farms by size: 50 to 179 acres Farms by size: 18 0 to 499 acres Farms by size: 500 to 999 acres Farms by size: 1,000 acres or more Total cropland ( farms ) Total cropland (acres ) Total cropland, harvested cropland ( farms ) Total cropland, harvested cropland (ac res ) Irrigated land (farms l Irrigated land (acres ) Market value of agricultural products sold ( Market value o f agricultural products sold, Market value of ag prod sold -crops,incl nurs Market value of ag products sold - livestock Farms by va lue of sales: Less than $2,500 Farms by value of sales: $2 ,500 to $4,999 Farms by value of sales: $5,000 to $9,999 Farms by value of sa _e s : $10,000 to $24,995 Farms by value of sales: $25 , 000 to $49,995 Farms by va l ue of sa:es : $50,000 to $99,995 Farms by va l ue of sales : $100 , 000 or more Total f arm productio~ expenses@l ($ 1,00 0) �Agriculture Census for Sanilac County. Michigan 71061 1447 26873 18571 898 550 686 442 659 59423 184 2733 310 22294 641 21931 74 10339 61 18555 22 567 54 2113 11 919 669 90245 10394096 http://govinfo.libraiy.orst.edu/cgi-bin/ag-list?O 1-151.mi.: 66044 1434 22547 15723 1003 430 603 389 677 63518 163 2271 374 25424 658 28613 137 14006 125 20201 31 866 54 (D) 7 (D) 718 102227 9395093 (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) 472 31433 1808861 770 45662 2539428 (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) 638 103213 3666136 17 6 19103 286008 (N) (N) (N) 62 6 69673 1739077 274 22393 225695 (N) (N) 51242 1559 16947 10871 1086 473 689 440 772 65275 159 1904 430 25571 748 26736 139 17321 125 22276 29 612 71 24264 17 2283 988 85554 8899671 (N) (N) (N) (N) (N) (N) 314 13372 650520 (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) 458 38961 1375576 314 25618 346994 (N) (N) Total farm production expenses@l, average pe Net cash return from agricultural sales for Net cash return from agricultural sales for Net cash return from ag sales for fm unit (s Operators by principal occupation: Farming Operators by principal occupation: Other Operators by days worked off farm: Any Operators by days worked off farm: 200 days Livestock and poultry: Cattle and calves ir. Livestock and poultry: Cattle and calves ir. Beef cows (farms) Beef cows (number) Milk cows (farms) Milk cows (number) Cattle and calves sold (farms) Cattle and calves sold (number) Hogs and pigs inventory (farms) Hogs and pigs inventory (number) Hogs and pigs sold (farms) Hogs and pigs sold (number) Sheep and lambs inventory (farms) Sheep and lambs inventory (number) Layers and pullets 13 weeks old and older ir. Layers and pullets 13 weeks old and older ir. Broilers and other meat-type chickens sold ( Broilers and other meat-type chickens sold ( Corn for grain or seed (farms) Corn for grain or seed (acres) Corn for grain or seed (bushels) Corn for silage or green chop (farms) Corn for silage or green chop (acres) Corn for silage or green chop (tons, green) Sorghum for grain or seed (farms) Sorghum for grain or seed (acres) Sorghum for grain or seed (bushels) Wheat for grain (farms) Wheat for grain (acres) Wheat for grain (bushels) Barley for grain (farms) Barley for grain (acres) Barley for grain (bushels) Oats for grain (farms) Oats for grain (acres) Oats for grain (bushels) Rice (farms) Rice (acres) Rice (hundredweight) Sunflower seed (farms Sunflower seed (acres Sunflower seed (poundsJ Cot ton (farms) Cotton (acres) Cotton (bales) Tobacco (farms) Tobacco (acres) Tobacco (pounds) Soybeans for beans (farms) Soybeans for beans (acres ) Soybeans for beans (bushe ls) Dry edible beans, excluding dry limas (farms Dry edible beans, excluding dry limas (acres Dry edible beans, exc:uding dry limas (hundr Potatoes, excluding s·,1eetpotatoes (farms) Potatoes, excluding s~eetpotatoes (acres) �Agriculture Census for Sanilac Cowity, Michlgan (Nl (N) (Nl (Nl (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (Nl (N) (N) (N) (N) (N) (N) (N) 744 54697 154177 28 1238 23 388 (D) (B) (X) (Z) (N) (H) (L) (S) hnp .,/~,winfo.lil,r.u-y.urst.edu/cgi-bin/ag-lis1:01-151.m :. (N) (N) (N) (N) (N) (N) (N) 750 56249 169756 17 418 21 449 (N) (N) (N) (N) (N) 966 77622 198194 27 601 28 329 Potatoes, excluding s·.,eetpotatoes (hundredwe Sugar beets fer sugar 1farms l Sugar beets for sugar 1acres l Sugar beets for suga= 1tons l Sugarcane for sugar , :arms ! Sugarcane for sugar 1acres l Sugarcane for sugar 1tons) Pineapples harvested 1farmsl Pineapples harvested 1acresl Pineapples har~ested . ~ons l Peanuts for nuts ( farms ) Peanuts for ntts , acres ! Peanuts for nuts l pcunds l Hay-alfalfa,other tarne,small grain,wild,gras Hay-alfalfa,other ta.~e,small grain,wild,gras Hay-alfal,oth tame,small grain,wild,grass si Vegetables harvested tor sale ( see text) ( fa Vegetables harvested for sale ( see text) (ac Land in orchards (farms) Land in orchards (acres) Withheld to avoid disclosing data for indiv~dua l farms. Data not available due to brackets. Not applicable. Less than half of the unit shown. Not available. Standard error or relative standard error o: est~~ate is greater than or equal to 99.95 percent. Standard error or relative standard error of estimate is less than 0.05 percent. Withheld because estimate did not meet publication standards on the basis of either the response rate or a consistency review. �Appendix B Sanilac County Plan for Planning June 16, 2000 2 �SANILAC COUNTY TOURISM PROFILE Prepared by Daniel M. Spencer, Dae-Kwan Kim, and Philip J. Alexander - October 1998 MSU Extension has prepared this profile to help developers , tourism professionals, public officials, and others make informed decisions regarding the travel and tourism industry in Sanilac County. All statistics pertain to Sanilac County unless otherwise noted, and are the most current available. Further assistance is available from the Travel, Tourism, and Recreation Resource Center at Michigan State University (517/353-0793) or the MSU Extension office in Sanilac County (810/648-2515). TRENDS IN STATE OF MICHIGAN LODGING USE TAX COLLECTIONS FOR SANILAC COUNTY 30,000 25,000 Raw data (not adjusted for inflation) Average annual change = -4.3% ~ . . ..... 20,000 ~ ~ 0 -. - 15,000 ••• •■ 0 • 10.000 Data ad justed for inflation Average annual change = -9.6% ..... . ... .. --- --- -I ... . 5,000 0 + - -- -- - . - -- . - -- - --,-----,-- --r------,. - - ---r---,--- - - , 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 NOTE: The lodging use tax is a state tax on the rental of a guest-room or cabin . To ensure comparability of statistics over the entire 10-year period shown, tax collections after May 1, 1994, when the tax rate increased from 4% to 6%, were adjusted so that they equaled what they would have been at the 4% rate . The comparable statewide average annual change figures are 6.3% in the case of raw data and 0.4% in the case of adjusted data . SOURCE: Michigan Department of Treasury, Systems Division . �ESTIMATED MARKET SHARE, TRIP VOLUME, AND EXPENDITURES BY TOURISTS IN SANILAC AND NEIGHBORING COUNTIES, 1996 - COUNTY OF MAIN DESTINATION , ESTIMATED MARKET SHARE ESTIMATED NO. PLEASURE TRIP-NIGHTS ESTIMATED DIRECT EXPENDITURES Huron 0.8% 777,100 $42,216,000 Lapeer 0.4% 354,600 $19,264,000 Saint Clair 1.3% 1,204,200 $65,420,000 Sanilac 0.2% 152,000 $8,260,000 Tuscola 0.2% 141 ,100 $7,663,000 NOTE: Estimates are based on results from a telephone survey being conducted by the Travel, Tourism, and Recreation Resource Center at Michigan State University. "Pleasure trips" are overnight or day trips to places at least 50 miles from respondents' homes that were made for enjoyment, including vacations, weekend getaways, shopping trips, and trips to visit friends and relatives. The study region consists of Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin, and Ontario. "Market share" is the percentage of pleasure trips to Michigan that originated from this region and had a given county as its main destination. Estimated pleasure trip-nights are the product of these percentages and a survey-based estimate of 93.8 million pleasure trip-nights In Michigan in 1996. Direct expenditures are the product of these percentages and a survey-based estimate of $5.1 billion in direct pleasure trip expenditures in Michigan in 1996. Estimates do not include pleasure trip-nights or expenditures of travelers who resided outside the study region or who merely passed through a county. Estimates are preliminary and subject to revision as additional data become available. They should be used judiciously since they are in some cases based on small samples for a given county. SEASONALITY IN ECONOMIC ACTIVITY State of Michigan Lodging Use Tax Collections for Sanilac County, 1995 State of Michigan Sales Tax Collections of Family Restaurants and Cafeterias for Sanilac County, 1995 7,000 50,000 45,000 6,000 40,000 5,000 i 35,000 30,000 4,000 I!! ~ 25,000 ;g 3,000 2,000 20,000 15 .000 10,000 1,000 5,000 S~C{-9IJ!ic~n ife'partfAent -llf'tre'tl~rf.UG SEP OCT INDICATOR OF TRAVEL ACTIVITY FOR SANILAC COUNTY Unadjusted (6 %) State of Michigan lodging use tax collections (1995) .... ... ..... ...... .. ..... . $27,376 NOV DEC �RECREATION AND TRAVEL RESOURCES NATURAL RESOURCES RECREATION AND TRAVEL FACILITIES No. land acres in county (1989) ............................................... .. .. . No. water acres in county (1989) ......... .... ...... .............................. . 617,216 0 617,216 No. public access sites ( 1990) .. ... ......... .. ................. ... No. recreational harbors on the Great Lakes (1990) .. . No. Great Lake marinas (1994) ... ...... ... .... ..... .. ...... .... . 0 No. Great Lake marina slips (1994) ............... ............ . No. licensed charter boats (1996) ......... .... .... .... ........ . 2 3 268 8 No. 9-hole golf courses ( 1995) ......... .... ............... .. ..... . No. 18-hole golf courses ( 1995) ................. ...... ...... .. .. . 4 Combined acres of natural or artificial lakes and ponds (1991) ... .. 0 0 238 3 8,223 0 0 8,464 79,900 0 44.8 41 1,007 0 0 204 Total no. acres of legislatively protected sand dunes (1989) ....... . 0 Total no. acres in county { 1989) ............... ... ....... ...... ... ... ....... ... No. acres of public recreation land (1990) National parks/lakeshores .................. ... .. ...... .......... ... ..... ..... .... National wildlife refuges ............. ......... .......... .. .... . ...... ...... ..... .. . National forests ......................, ... ... .............................. ..... .. ... .. State parks and recreation areas .. ... ..... ....... ................... ......... . State boating and fish ing si tes ............. ...... ....... ........ .... ....... .. ... State game/wildlife areas ........ ................ ............................. ... . State forests ... ..... .... ......................... ... ......... .... ... ..... ....... .. ... .... Other areas .................. ....... ...... ...................................... ... ... . . Total .................... ........................... ................ .... ..... ........ .... No. acres of publicly or privately owned forest land {1994) .. ... .... .. Total no. acres of designa ted state or federal wilderness (1990) .. Average no. inches of snowfall (1981 /82-1990/91) ....... ... ........ ..... No. miles of Great Lake sh orel ine ... ............ ..... .... ............. .......... . Total no. miles of rivers and streams .. ...... .. .. .. ........... .............. .... . No. miles of state or federal wi ld/scenidnatural river (1990) .... .... . No. inland lakes > 50 acres in size .... ............................... .... ... .... . No. agricultural markets.wineries/u-picks (1993) ..... .. . No. miles of designated scenic highway (1990) ........ .. No. owned second homes (1990) .... ........ ........ ........ .. . No. licensed food service establishments (1995) Table service .............. ......... ..... ... ..... .. .. ...... .. ......... . Fast food ....... ... ......... ......... , ............. .................. .. . Cafeteria ......... ..... , ........ .......... , .... , ........... ... , ....... ,.. . 4 4 8 35.9 3,432 80 24 Bar only .............................. .... .. ... ..... .. ...... .... .. ... .. .. . Other ... ...... .. .. ....... ....................... ... .. , .... ,.... ........ .. . . 21 10 48 Total .. ................ ... .... ..... .... .. ........ ...... ..... ....... ... . 183 No. boat liveries (1990) .. ... ..... .... ...... ..... ... ..... ...... .. ... .. No. miles of hiking/skiing/min . biking trail (1994) ..... ... 1 6 0 1 No. miles of designated off-road vehide trail (1992) .. . 0 No. museums (1990) ... ................... .. .. .... .......... .. . No. historical attractions open to the public . . . . . . . . . .. ... . No. miles of interstate highway (1990) .... .. ... ...... ... ...... O 0.0 No. watercraft for rent (1990) ....... ........... ..... .... .......... . No. miles of state-funded snowmobile trail (1990) ..... . 1 PRINCIPAL ATTRACTIONS AND EVENTS Cass City, Miden City, and Sanilac State Game Areas ; Sanilac Petroglyphs and Historic State Park; Sanilac Historical Museum; Port Sanilac Lighthouse; Barn Theatre, Port Sanilac; eight public golf courses ; 8,464 acres of public recreation land; boating resources (41 miles of Lake Huron shoreline, 1,007 miles of rivers and streams, 4 public access sites). Croswell Fair (mid July); Art in the Park on the Hill, Port Sanilac (early July); Port Sanilac Summerfest (late July); Snover Homecoming (mid July); Brown City Days (early June); Marlette Country Fair Days (mid July); Sanilac County 4-H Fair (early August); Sandusky County Christmas Lighted Farm Implement Parade (first Friday in December); Michigan Thumb Festival , Sandusky (last full weekend in June); Deckerville Homecoming (early August); Croswell Pioneer Days (mid June). NO. COMMERCIAL LODGING ESTABLISHMENTS, 1990 NO. GUEST-ROOMS IN COMMERCIAL LODGING ESTABLISHMENTS, 1990 BED& BREAKFAST 7 (24'1,) BED& BREAKFAST 26(8¾) CABIN/COTT AGE/ CONDO RENT AL CABIN/COTT AGE/ CONDO RENTAL 4(14¾) NO. CAMPSITES, 1990 NO. CAMPGROUNDS, 1990 ....... ........ .••....... .......... .......... •••....... .•••....... •••••...... •........... ••......... ..........• ........... •.•......... ••........•.. ............•• COMMERCIAL 4 {57o/,) HOTEUMOTEU LOOGE/HISTORJC INN 241 (77%) 47(15¾) ~;.;m:··· '{:::::::::::: LOCAL GOVERNMENT LOCAL GOVERNMENT 359 (48%) 2 (29'/,) NONPROFIT 1 (14%) COMMERCIAL 305 <•2¾) ................ ............. .. ............. ............. ........... . ........... ... ................... .............. ............. .............. ♦♦-♦- ♦♦♦♦♦♦♦♦ ♦♦♦♦♦♦♦♦♦♦ ♦♦♦♦♦♦♦♦ NONPROFIT 70(10%) �RANK IN RELATION TO OTHER MICHIGAN COUNTIES - - Date of Data rotal no. miles of rivers and stre~:~a.~'.~ ...... ........................................ . Value County's Rank Range of Ranks Statewide 1944 1007 4 1-77 No. natural heritage sites .................... .. ............. ... ............... .. ..... ....... .. 1990 0 7 1-7 No . historical attractions open to the public ........................................ .. 1990 0 9 1-9 No . museums ............................ ~........................... .. .. ........ ................ .. 1990 1 13 1-14 No . licensed charter boats .......................................................... ...... .. . 1996 8 15 1-22 Total no. public golf course holes per 1,000 residents .......................... . 1995 2.56 20 1-74 No . lifts or tows at downhill ski areas ........................................ .. ........ . 1990 0 20 1-20 No . miles of Great Lake shoreline ............................ ........ ............ .. ..... . n.d. 40.5 23 1-38 No. miles of designated scen ic highway ... .. .............. .. .. .... .... ..... .......... . 1990 35.9 25 1-35 No . owned second homes ........ .... ........ ...... .. ... ... ............. ... ....... .... ... ... . 1990 3,432 25 1-83 No . Great Lake marina slips per 1,000 residents ........... ................... ... . 1994 6.43 29 1-41 No . agricultural markets/wineries/u-picks per 1,000 residents .............. . 1993 0.1 9 33 1-48 No . eating and drinking places per 1,000 residents .... .. .. ..... ......... ... ..... . 1995 4.34 34 1-74 No. miles of designated off-road vehicle trail .......................... ..... .. ... .. .. 1992 0.0 38 1-38 No. miles of state or federal wild/scenic/natural river ............ ....... .... ..... . 1990 0.0 39 1-39 Estimated population ..... ........................................ ...... ..... ................. . 1995 42,203 39 1-83 No . miles of state-funded snowmobile trail ............... .. .... ... ...... ......... .... 1990 0.0 47 1-47 No. designated campsites .. ... ... ... ........... ........ ..... .............. .... ......... ..... . 1990 734 51 1-81 Total no. units in commercial lodging establishments ..................... ..... . 1990 314 58 1-82 Average no. inches of snowfall (1981 /82-1990/91) .... ... ..... ........ ..... .... . Avg. 44.8 58 1-82 No. acres of publicly or privately owned forest land .......... ..... ...... ...... ... 1994 79 ,900 62 1-82 No . acres of public recreation land ...... ...... .. ................ .... .. ....... .. ..... ... . 1990 8,464 63 1-83 No . licensed rental watercraft per 1,000 residents ... ............................ . 1990 0.15 73 1-76 Estimated direct pleasure trip expenditures ..... ... .. ......... ...... ......... ..... ... . 1996 $8,260,000 76 1-83 No . miles of designated hiking/skiing/mtn . biking trail .... ................. .... . 1994 1.00 78 1-79 No . public access sites ................................................. ........ ... ............ . 1990 4 78 1-83 Combined area of natural or artificial lakes and ponds ....................... ... 1991 204 83 1-83 NOTE: This table is intended to provide an indication of the county's competitive advantages and disadvantages. Many types of tourism facilities are patronized by local residents as well as tourists. The number of such facilities in a given county is therefore a function of the county's population as well as its popularity as a tourist destination. To provide a meaningful indication of popularity in such cases, counts of facilities are presented as number of facilities per 1,000 residents. "Natural heritage sites" are scenic vistas, unique geological features, significant wildlife observation areas, or major waterfalls. Range of ranks statewide is not always 1-83 due to ties. SOURCES OF STATISTICS IN THIS PUBLICATION U.S. Bureau of the Census; Michigan Departments of Agriculture, Natural Resources, Public Health , Transportation , and Treasury; Travel, Tourism, and Recreation Resource Center at Michigan State University. RESOURCES FOR FURTHER ASSISTANCE • • • • • Greater Croswell-Lexington Chamber of Commerce: 79 North Howard, Croswell, Ml 48422-0142. Marlette Area Chamber of Commerce: P.O. Box 222, Marlette, Ml 48453. Sandusky Chamber of Commerce: P.O. Box 306 , Sandusky, Ml 48471-0306. (810) 648-9648. Travel Michigan : P.O. Box 30226, Lansing, Ml 48909 . (517) 373-0670. Web site: http://www.Michigan .org/ Travel , Tourism, and Recreation Resource Center, Michigan State University: 172 Natural Resources Building, East Lansing, Ml 48824-1222. Phone: (517) 353-0793. Fax: (517) 432-2296. E-mail : dholecek@pilot.msu.edu Web site: http://www.tourism .msu .edu/ fAlh ~ . Travel, Tourism, and Recreation Resource Center Michigan State University • ounty tourism profile s are a program of MSU Extension's Tourism Area of Expertise Team . Information about the Team and its programs may be found on the World Wide Web at "http://www.tourism.msu.edu/". Tourism profiles for each Michigan county, as well as explanations of technical terms and procedures, may be obtained from this same Web site. �APPENDIX C SANILAC COUNTY SURVEY OF LOCAL LEADERS February - March 2000 27 respondents • OCCUPATION: Business Manager Dairy Farmer (2) Farmer (6) Construction Nurse Retired (5) Administrator (5) Insurance Sales City Manager (2) Postal Worker Teacher (2) NUMBER OF YEARS LIVED IN AREA: Average=36.4 yrs. 27 YEAR ROUND RESIDENT 0 SEASONAL RESIDENT YEARS SERVED AS: ELECTED OFFICIAL 21 with avg. service 12.3 yrs . PLANNING COMMISSIONER 6 with avg. service 2.6 yrs. ZONING BOARD OF APPEALS 4 with avg. service 2. 75 yrs. YEARS SERVICE ON OTHER LOCAL ORGANIZATIONS Organization Farm Bureau MSU Extension County Board EDC Brownfield Board Sanilac County MTA School Board Michigan Association of Township Supervisors Sanilac County Supervisors Association Sanilac County Cons. Dept. Board of Review Church Board DOA Chamber Lions Club Park Commission American Legion Sanilac County Plan for Planning June 16, 2000 4 �Sanilac County Corrections Board 4-H Emergency Management Fire Department Health Center Boarp Girl Scouts Community School Committee Immunization Task Force HIV Prevention Task Force Sugar Beet Association Camp Board Kiwanis Solid Waste Committee Landfill Advisory Committee 1. WHAT DO YOU SEE AS THE MAJOR THREATS/EXISTING PROBLEMS AS RELATED TO LAND USE, ECONOMIC DEVELOPMENT, PUBLIC SERVICES AND/OR RELATED ISSUES FACING SANILAC COUNTY? • • • • • • • • • • • • • • • • • • • • • • • • • • • • No area-wide comprehensive plan for land use Non-responsive County health department in past years Seemingly non-active emergency management team (no table-tops, functional drills in this County. If you're not exercising your plan, you don't have one) No plans for rivers and how to improve them No solid waste long-range plan Farmland lost to housing Landfill - outside County trash Increase in population, homes are more concentrated Agricultural base being depleted, shifting to residential Few local jobs, people have to travel some distances to work Mega-farms Haphazard development and land use because of the lack of County Master Plan High quality agricultural land (probably the best in the state) is being taken over for residential and commercial use Lack of commercial transportation systems No Master Plan - for County and/or townships Prime farmland being cut up for residential, commercial and industrial Land is being wasted when it is divided up into bowling alley strips - long and narrow No process in place to bring in future development No communication between County and townships Urban sprawl Lack of cooperation on County board To much good agricultural land being developed for other uses Land splits - too many mobile homes allowed Lack of a unified E. D. front. Attempting to begin this organization now Headlee amendment for small villages restricting financing Water levels in the lake People outside Sanilac County buying property and wanting to do as they desire Not enough workers to justify economic development Sanilac County Plan for Planning June 16, 2000 5 �• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Shortage of water in many areas Water availability/contaminates (Radon/Arsenic) Transportation - access to interstate highway Lack of post-secondary education locally Lack of high. bandwidth/high speed telecommunications Land being split up Realtor investors buying up farms to divide No more landfills because we are in Great Lake territory Don't contaminate any more of our water Lack of adequate water supply limits expansion Larger cities compete with smaller villages for new businesses (within and outside of County) Disinterest from state government in small villages Lack of state support to attract new industry to area Very high unemployment drives prospective business owners away Farmland seems in abundance and people in general don't seem concerned about seeing it paved over. Custer Twp. has the most class one land in Sanilac County and is the most productive and should be preserved for food production but we just received another annexation petition this week to take ag. land out of production. It would make for better economics to develop south of Sandusky where it is more sandy and not good production soil. Planning is critical Sewers and water are important as a whole, and are really costly to develop for the smaller municipalities and they are badly needed. Loss of farmland to residential Increased housing/reduced farmland Waste disposal Roads Planning for growth in a pro-active way Lack of infrastructure Encroaching on agricultural property Money available to purchase added infrastructure Urban sprawl Coordination of planning Unplanned development Rural area located away from any nearby interstate makes economic development more difficult Too much ag land taken out of production for residential and commercial use. All communities are not experiencing high growth rates. Personal income in this area is very low. This has an influence on economic growth. Under economic development--too many restrictions in some of the more rural areas of County Loss of prime farmland to urban sprawl Aging infrastructure of cities Lack of post-secondary educational institutions in the County Determination of downtown districts Low wage scale locally causing many of our residents to commute. Sanilac County Plan for Planning June 16, 2000 6 �2. WHAT DO YOU SEE AS THE MAJOR OPPORTUNITIES FACING SANILAC COUNTY (AGAIN RELATED TO LAND USE, ECONOMIC DEVELOPMENT, PUBLIC SERVICES, AND/OR RELATED ISSUES)? • • • • • • • • • • • • • • - • • • • • • • • • • • • • • • • • • • • • Land - lots of it - and relative low cost High unemployment for new factories Pockets of very professional public safety agencies Good roads (for the most part) Agriculture is still a major economic occupation Recreation - along lakeshore Manufacturing Quiet communities Temperate climate, lack of pollution, reasonably good schools, and career center Sanilac County is not densely populated and has much undeveloped land area, which greatly aids the planning process Adjoins a major water source--lake Huron. Many development possibilities are generated by proximity to water The population is diverse and hard working; with few of the major problems facing more congested areas Better than average level and quality of health care available in Sanilac County Opportunity for shopping Fair level of employment opportunity for residents Small town atmosphere 36 miles of shoreline - two beautiful marinas (Lexington and Port Sanilac) with walkout fishing piers (Great Fall Salmon) Five Michigan highways for easy accessibility (M-19, 25, 46, 53 90) Trailer parks for weekends and/or season use Installation of water and sewer lines. Installation starting south and coming north. Worth and Lexington complete. Lexington to Port Sanilac in process. Recreational land uses Good agricultural base Employment New business Tax base not significant to install water and sewers to draw industry or businesses We still have the opportunity to keep Sanilac County a major agricultural area Recreation facilities Open space Just do a better job with the opportunities we have taken in transportation, health, etc . State should step up studies relating to bringing water and services to thumb area Help with improving traffic flow across Port Huron and up to the thumb Develop major marketing plan for Lake Huron scenic routes The major opportunity that I see is that north of M-46 we have sparcely populated townships, with productive soil that should be utilized for production agriculture. South of M-46 is already being heavily developed, but without an actual plan and more public services needed. Work on a water inlet from Lake Huron for the whole County to use as the ground water is not perfect - the cancer rate is very high in the County. Sanilac County Plan for Planning June 16, 2000 7 �• • • • • • • • • • • • • • • • • • • • • 3. More economic development for ag. related products would create value added . Rural setting for family living Business With a large agricultural base Sanilac County has opportunities for value added co-ops as this is a wave of the future for agriculture and would bring jobs to the County. With a large shoreline Lake Huron tourism and recreation have opportunities . Good work ethic in County Land available to develop State highways run through area Not too far off M-53 corridor for businesses that use it as a main truckline Available land Low taxes Brownfield development authority to reclaim contaminated sites Ethanol plant Productive and efficient farmers Providing opportunity for economic development Control the loss of valuable farmland (it is being lost at too high a rate) Some municipal controls must be in place to control orderly growth- more for some communities than others The location in the County makes a big difference on what the controls need to be . Controls need to be developed on a local level to best serve local needs. WHAT SPECIFIC PROJECTS OR ACTION STRATEGIES DO YOU MOST WANT TO SEE EMERGE FROM THE COUNTY'S EFFORT TO CREATE A PLAN FOR PLANNING? • • • • • • • • • • • • • • • • • • County-wide land use plan Control of farmland County-wide road plan County-wide emergency management team County-wide rivers plan County-wide solid waste plan Attract new industry to create better jobs Organized growth Farmland protection Regulation of high density living areas Plan to provide Police, Fire and Ambulance protection for high density areas Controls for exotic animals Farmland preservation Agricultural security areas Agricultural zoning and taxing Industries which will add value to raw agricultural products Sanilac County is growing in population and will grow logically according to a developed Master Plan. If no Master Plan is developed and approved, it will grow haphazardly. I think a plan should be developed as expeditiously as possible, and should be periodically updated. Strategy: Seek out and appoint interested, knowledgeable citizens County-wide who are willing to devote the time and effort necessary to the development of a master plan. Sanilac County Plan for Planning June 16, 2000 8 �• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Seek help from a consulting firm with wide experience in developing master plans . Attend seminars sponsored by such organizations as the Michigan Municipal League and Universities. Completion of water and sewer lines along M-25 lmprovement •of M-25 and M-53 to allow better travel conditions for farmers to get their product to market. This is also allow more visitors to enter our County With the approval of the Brownfield Commission I would like to see something in place to make the commercial and industrial people aware of this so they will give Sanilac County future considerations . The Planning Commission and the Economic Development Corp either work together or be combined to set up a committee to advertise our area to bring in new development. Designation of areas that are prime farm lands and a process put into place to make sure that these lands remain farm land Farmland preservation Growth opportunities Work closely with ag business and farmers More uniform approaches to zoning problems - maybe divide the County into several areas Increase degree of coordination and cooperation between and among village, city, township and County governments Increase pressure on state for more access to interstate highway system To try and keep farms in operations Try and entice more small industry to come in Aid the coast region in their effort to bring potable water to the area Bring governments of all villages & cities together to brainstorm ideas Become pro-active in bringing new ideas to small communities Land area's set aside for farming Tax base sharing with cities and townships Higher paying jobs and opportunities for our young people Everyone working together for the betterment of all the people of Sanilac County . Sharing of sewer and water The first action strategic as I see it would be to recruit qualified people with a desire to want to put a lot of time and thought into planning for growth in our County. Then strive to put a plan together that is workable. More jobs that are good paying, steady work and offer benefits like health insurance, retirement plan and paid vacation days. Diversity of jobs available Promote agricultural base businesses Coordination of plans Zoning of economic development Limitations to urban sprawl. Group housing starts to areas that have services Leave farmland as farmland Encourage tourism Outlet mall or major shopping within County Allow local flexibility An effort to save as much farmland as possible: agriculture is #1 in Sanilac County as for economic importance . Sanilac County Plan for Planning June 16, 2000 9 � 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 Sanilac-County_Plan-for-Planning_2000 Creator An entity primarily responsible for making the resource Planning & Zoning Center, Inc. Date A point or period of time associated with an event in the lifecycle of the resource 2000-06 Title A name given to the resource Sanilac County Plan for Planning Description An account of the resource The Sanilac County Plan for Planning was prepared by the Planning & Zoning Center, Inc. in June 2000. Subject The topic of the resource Municipal records Sanilac County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3dca9a87e9d74a5ef02d7a1e42ca7aa5.jpg d5095c0a91155cb5057099538f866c63 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_EastmanAlbum_1_1909_025 Date A point or period of time associated with an event in the lifecycle of the resource 1909-07-05 Title A name given to the resource Sans-Souci Description An account of the resource Black and white photograph of Sans Souci on the Georgian Bay, Ontario. A building with the words Fishermen's Headquarters, Home of the Black Bass is visible, and several people are gathered along the pier. Subject The topic of the resource Ontario Georgian Bay (Ont. : Bay) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a9926018693de5d602211c1ba795fcec.jpg abc9147dabec6c45775b545435a98642 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_NE_70_1928_001 Date A point or period of time associated with an event in the lifecycle of the resource 1928-05 Title A name given to the resource Santa Clara Pueblo Description An account of the resource Black and white photograph of six people, two men, one woman, and three girls, in front of a town of pueblo buildings. One man is standing on a log balanced over a river, while everyone else is on the shore. Subject The topic of the resource Villages Pueblo architecture Pueblo of Santa Clara, New Mexico Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/36114605cd0cdb1716e97124f77ca66f.jpg 0eb688aae6b67fa59ecbe5e5934e190b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_NE_70_1928_002 Date A point or period of time associated with an event in the lifecycle of the resource 1928-05 Title A name given to the resource Santa Clara Pueblo Description An account of the resource Black and white photograph of a crowd of people in front of pueblo buildings. An automobile is parked next to the crowd with the passenger side door open. Subject The topic of the resource Villages Pueblo architecture Pueblo of Santa Clara, New Mexico Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives