Learning about the Jewish religion is ususally a theme in primary schools in Germany. But very often it remains removed from the everyday life raising that these contents will easily be forgotten. One question becomes evident rather soon: can you - especially in Germany - speak about the Jewish faith and life without broaching the issue of Holocaust? Is it educationally sound to prevent children from hearing about the horrors perpetrated against Jewish people during the time of national socialism? Or should we openly deal with such subjects, as research projects of antisemitism show us, as an urgent necessity to start teaching historical content at an early age as a method of promoting prevention? What is the correct age at which background stories of history and actual reality can be understood? This publication reports on theoretical discourse concerning the education after the Shoah, will present empirical research about the coherence of the knowledge and the comprehension of ten years old children and will show some didactic ways and methods for the practical teaching including the experiences of speaking with survivors of the Holocaust like Erna de Vries.