The Stolen Life of Colette Marceau

Tailor these questions to invite readers to share their overall impressions of the book, considering elements such as plot, character development, and emotional impact.

1. Which character or storyline in the novel was your favorite, and why?

2. What were the biggest surprises of the book? What was your favorite twist?

3. Compare this book to others by Harmel that examine life in World War II-occupied France, like The Room on Rue Amélie or The Paris Daughter. What similar themes, situations, or characters do you think these books share?

Encourage readers to connect the book’s themes and characters with their personal experiences.

1. How did you relate to Colette’s sense of grief and responsibility over the loss of her mother and sister? Have you had, or observed, similar experiences of survivor’s guilt?

2. The novel links Colette and Anabel’s moral rationalization for their work as jewel thieves to the legend of Robin Hood: They commit crimes against malevolent forces and contribute to benevolent causes. Have you ever bent the rules to right a wrong or work against forces of evil?

3. Bill and Francine, who can’t bear a child, secretly adopt Liliane to save her from the Nazis. Have you ever done something that both answered a personal need and helped someone else?

4. How did you relate to Annabel’s work and then Colette’s to fund the French Resistance? Do you agree that the ends justify the means when fighting injustice or resisting oppression?

Examine the book’s relevance to societal issues, historical events, or cultural themes.

1. The novel makes an argument for the moral imperative of an individual to act to address inequalities or injustice, or to resist acts of authority that cause harm to the innocent. Do you see any present-day situations or debates that raise these same questions or make this argument?

2. Annabel thinks that Möckel is a small-minded, gullible man who is easily led to beliefs that justify horrific acts of violence. Do you think this accounts for the prevalence of support for the Nazi agenda? What else would you argue played a part in the Holocaust?

3. Colette supports the Boston Center for Holocaust Education because she believes that educating people about the Holocaust is important. Discuss this argument that remembrance or memorialization is a way of correcting an injustice, and share your reasons.

Dive into the book’s structure, characters, themes, and symbolism.

1. Discuss the book’s theme of family tradition and legacy, and what it means to each of the main characters.

2. Analyze the novel’s definition of heroism and doing good. Discuss which characters show heroism (or its opposite) in their actions.

3. Explore how the theme of fighting injustice unfolds across the two timelines. Would you agree that Colette is a modern-day Robin Hood and that her actions honor her mother?

4. Discuss the novel’s dual-timeline structure and the particular scenes in corresponding chapters that touch on shared themes, advance conflict, or advance plot. What does this larger structure offer that a single timeline might not? You might compare Harmel’s use of the dual-timeline narrative in this book to how she uses it in other books like The Winemaker’s Wife or The Book of Lost Names.

5. Discuss how the bracelets work as both a symbol and a plot device. As a symbol, what do you think the jewels represent, both separately and together?

Encourage imaginative and creative connections to the book.

1. Write Aviva’s article for the Holocaust Center’s newsletter. Hint at the book’s revelations, without spoiling the big surprises for first-time readers.

2. Imagine what activity Millie takes up to support her newfound family tradition. Write a short story, screenplay, or other short work that shows her in action, adhering to the family code of honor and the novel’s themes about justice.

3. Design your own set of interlocking bracelets and present them as a drawing, painting, or three-dimensional model. Explain the choices behind your design.