Reading Group Guide

The Legendborn Cycle #3:

Oathbound

By Tracy Deonn

About the Book

Believing that everyone she loves ends up hurt because of her, Bree Matthews decides the only way to protect herself and those she cares about is to leave. But the road to safety leads her into isolation and danger through a risky bargain with the Shadow King, a powerful demon who can move among the human realm, the demon underworld, and the secretive Legendborn society. As his new protégé, Bree’s fate is no longer her own. Bound to do his bidding, whether she wants to or not, she struggles to reclaim control of her life.

Meanwhile, the Legendborn are on the brink of war. Their Round Table is fractured, their Kingsmage is mysteriously missing, and the Regents are scheming for control of the crown.

Oathbound explores the consequences of binding oaths, broken promises, and dangerous bargains that force each character to face the hard truth of what they are willing to sacrifice for the sake of others—and for themselves.

Prereading Discussion

Discuss as a group the major events from Legendborn and Bloodmarked that have brought Bree, Selwyn, and Nick to where they are at the start of Oathbound. What has Bree learned about herself, and why does she make the decision she makes at the end of book two?

Discussion Questions

1. The concept of masks is deeply ingrained in both Oathbound and in the poem “We Wear the Mask,” by Paul Laurence Dunbar (https://www.poetryfoundation.org/poems/44203/we-wear-the-mask). What are the psychological and emotional consequences of wearing a mask in society, particularly in a world where we are constantly forced to hide or alter parts of ourselves to fit in? How might Bree’s struggle with identity and the Shadow King’s manipulation each reflect the way marginalized people mask their true selves in order to survive?

2. Bree’s desire to claim ownership over her power and pain is central to her journey. Who truly owns Bree’s pain before it becomes hers? Is it society, her family, or perhaps a system of oppression? What does it mean for someone to reclaim their own suffering, and how might that process of reclamation contribute to personal empowerment and/or healing?

3. What defines a good teacher in the context of leadership and guidance, especially when power dynamics are at play? Is the Shadow King an effective teacher despite his cruelty, or does his approach to teaching highlight the dangers of power without empathy? How do we differentiate between a manipulator and a true educator, particularly in hierarchical structures where one person’s gain might come at the expense of another’s pain?

4. The act of giving up or forgetting memories is a pivotal concept in the story. What does it mean to lose a part of your past, and is there ever a moment when it’s justifiable to erase painful memories to move forward? Can true healing occur without confronting the past, or is memory intrinsically tied to personal growth? Explain your reasoning.

5. History can be wielded as a weapon for justice or a tool for oppression. How have dominant groups used history to suppress marginalized voices and rewrite narratives? What responsibility do individuals or groups have to confront and reinterpret history, especially when it has been manipulated to perpetuate systems of inequality? In what ways does Oathbound challenge the traditional uses of history in this sense?

6. Nick’s willingness to support Bree and take a stand against racism, even when it endangers his own safety, speaks to the importance of being an accomplice in dismantling oppressive systems. How does this notion of accompaniment differ from simply being an ally? How can someone use their privilege to be a more effective accomplice, and what personal risks might they face in order to truly support someone fighting for justice?

7. The story grapples with the idea that trauma is both painful and transformative. How can traumatic experiences carry a sort of bright power, one that fuels resilience or catalyzes change? Can suffering, in some cases, lead to a deeper sense of purpose or understanding of the self? How do the characters in Oathbound navigate the tension between their trauma and their potential for growth?

8. The casual disregard for missing Black girls in the story directly critiques the broader societal indifference to Black lives. What does this erasure tell us about how value is assigned to different lives? How does the invisibility of marginalized people feed into systems of oppression? What does it mean for a person’s life to be deemed “newsworthy,” and how can we challenge these deeply ingrained biases in our own society?

9. Natasia Kane argues that Merlins don’t “succumb” to anything but instead experience a natural development, and that the term “succumbing” is a tool used by the privileged to benefit from Merlin ignorance. (Chapter thirteen) She also claims the term “demonic” is value neutral. How does this perspective on language challenge the power dynamics of the Legendborn? How does the way language is used in the novel reflect the power structures between different groups, and how are Natasia’s ideas a reclamation of Merlin identity?

10. The book presents a glimpse into the demon world. How do the demons’ views of humanity compare to the Legendborn’s views of demons? How do both groups justify their actions, and what does this tell us about the nature of good and evil? In what ways does this dynamic mirror the way human societies often view “the other” or those deemed outside the norm? And in what ways are demons more inclusive than their human counterparts?

11. Bree’s journey can be viewed as both an external quest for justice and an internal quest for self-discovery. How does the novel illustrate the struggle between personal identity and societal expectations? How do the other characters’ journeys (William, Selwyn, Nick, Zoe, Mariah) mirror Bree’s, and what does this suggest about the nature of quests? Do we ever truly achieve external goals without first achieving internal growth? Discuss.

12. The concept of wounds becoming weapons is a recurring theme throughout the series. How does this metaphor manifest in the characters’ journeys? How can someone turn their greatest pain into a source of power or defense? What are some inherent dangers in this transformation? How do some characters in the book misuse their own wounds to hurt others?

13. Mikael’s character is compared to that of the Great Gatsby. (Chapter thirty-five) How does this comparison shed light on Mikael’s personality and his motives? What are the similarities between the American Dream as depicted in The Great Gatsby and Mikael’s pursuit of power?

14. At Mikael’s estate, the intersections of racism, classism, misogyny, and patriarchy are plainly visible. How does the marginalization of Black women in this space reflect the ways in which these societal structures interact to silence and oppress certain groups? What role do power dynamics play in maintaining these intersections, and how do the characters challenge these systems within the narrative?

15. The distinction between legends and myths plays a crucial role in the story’s themes. What do you think is the difference between a legend and a myth? What does it mean for something to become a legend, and why do people treat myths as truth? How does the book explore the fluidity between the two? How do legends shape collective memory, and what happens when myths are passed off as factual history?

16. Bree attaches emotions to the people she cannot fully remember. How do emotions shape our memories of others, and how do they influence the way we relate to people in our lives? How do emotions sometimes serve as a guide to who we are? In what ways could our emotions affect the way we relate to others?

17. The concept of the “chosen one” often carries a burden of destiny and isolation. What are the psychological and emotional implications of being the chosen one, as Bree experiences it? How does the burden of this role differ for characters who are reluctantly chosen versus those who embrace it? What does this trope reveal about power, agency, and self-determination? What role does Mariah’s perspective play in our understanding about being the “chosen” one, or as she calls it, “the plan”?

18. The relationship between Bree and her ancestors is complex. What does it mean to commune with one’s ancestors rather than worship them? How do ancestors and family histories shape the choices and destinies of the living, particularly in Oathbound?

19. The auction scene in the book evokes the trauma of slavery. (Chapter thirty-one) What do you think the auction represents, both in the context of the story and in a broader historical sense? How does the commodification of Black bodies relate to the larger themes of exploitation, systemic racism, and dehumanization? How can this historical context challenge readers to reflect on ongoing issues in society today?

20. In Oathbound, love and trust are recurring themes that evolve through characters’ actions and decisions. How do Bree and the other characters demonstrate that love and trust are not simply emotions but intentional practices that require effort, vulnerability, and commitment? How do the characters in the story show that love and trust are built over time through actions rather than simply being feelings that come and go? What does this teach us about the relationships we build in our own lives?

Extension Activities

1. In groups, have students select a historical event that has been manipulated or rewritten to oppress marginalized groups (e.g., enslavement, colonialism, Japanese internment). Each group should research the event and then “reclaim” the narrative, rewriting it from the perspective of the marginalized people involved (e.g., what would a historical retelling of the American Revolution look like from the perspective of enslaved people?). The rewrite should be supported by primary and secondary sources, stories from minoritized people, and research articles.

2. Ask students to research and discuss the difference between an ally and an accomplice, particularly in the context of activism and social justice. Have them create a public service announcement (PSA) or poster that explains how to be an effective accomplice, using Nick’s character and actions in Oathbound as an example. Students should present their findings and discuss how privilege can be used for active support, even at personal risk.

3. Have students create a character journey map for Bree and another character (like William, Selwyn, Nick, Mariah, or Zoe) that traces their external goals and internal growth. The map should show how each character grapples with societal expectations versus personal identity. Students can then discuss how these internal and external struggles mirror real-life quests for self-identity.

4. Create an art installation where participants design physical or digital masks that represent various identities they’ve had to adopt or hide in different social contexts (school, work, family, etc.). Each mask should be accompanied by a short, written reflection explaining why they feel the need to wear that mask and how it impacts their sense of self. Afterward, students can discuss how these masks shape their daily lives and whether it’s possible or desirable to remove some of these masks.

5. Have each student create their own personal legend, one that is rooted in a true aspect of their identity or life experience. The legend should embody a core truth about them, but it can also include fantasy elements like magical powers, heroic feats, or a personal quest. After writing, they’ll share their legends with the group. Afterward, the following questions could be posed to the group:

a. What does it mean to transform an experience or aspect of yourself into a legend?

b. How do legends shape collective memory and culture?

6. Ask participants to think of a time when they felt disconnected from their roots or heritage—whether through cultural, familial, or personal experiences. Invite them to write a letter to their ancestors, asking for guidance or reconnecting with their sense of identity. Then discuss what it might mean to feel a “soul fracture” and how ancestors might help to heal it.

Guide written by Stephanie R. Toliver, an assistant professor of Literacy and Secondary Humanities at the University of Colorado, Boulder. Her scholarship centers the freedom dreams of Black youth and honors the historical legacy that Black imaginations have had and will have on activism and social change.

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