RBSE Class 10th Social Science Syllabus 2023 PDF

RBSE Class 10th Social Science Syllabus 2023 PDF Download

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RBSE Class 10th Social Science Syllabus 2023 - Description

Dear readers, here we are offering RBSE Class 10th Social Science Syllabus 2023 PDF to all of you. If you are a student from RBSE and looking for this syllabus for a long time then you should go through this article to get it. Students preparing for the Rajasthan Board Class 10th Exam should learn this syllabus to score the desired score in the examinations.

Rajasthan Board has released the RBSE Class 10th Social Science Syllabus 2023 which is also available in PDF format on the RBSE website rajeduboard.rajasthan.gov.in. Students must go through the detailed syllabus of the Rajasthan Ajmer Board carefully before starting the preparation for the RBSE 10th 2023 Exams.

RBSE Class 10th Social Science Syllabus 2023 PDF

No. Units Marks
I India and the Contemporary World – II 20
II Contemporary India – II 20
III Democratic Politics – II 20
IV Understanding Economic Development 20
Total 80

RBSE Class 10 Social Science Exam Pattern

Paper Time Marks Sessional Marks Total Marks
One 3.15 Hrs 80 20 100

RBSE 10th Syllabus 2023 PDF Social Science


Section 1: Events and Processes

The Rise of Nationalism in Europe:

  • (i)The French Revolution and the Idea of the Nation
  • (ii)The Making of Nationalism in Europe
  • (iii)The Age of Revolutions: 1830-1848
  • (iv)The Making of Germany and Italy
  • (iv) Visualizing the Nation
  • (v) Nationalism and Imperialism

Nationalism in India:

  • (i)The First World War, Khilafat, and Non – Cooperation
  • (ii)Differing Strands within the Movement
  • (iii)Towards Civil Disobedience
  • (iv)The Sense of Collective Belonging.

Section 2: Livelihoods, Economies, and Societies: Any one theme of the following

The Making of a Global World:

  • (i) The Pre-modern world
  • (ii)The Nineteenth Century (1815-1914)
  • (iii)The Inter war Economy
  • (iv) Rebuilding a World Economy: The Post-War Era. Page 14

The Age of Industrialization:

  • (I) Before the Industrial Revolution
  • (ii) Hand Labour and Steam Power
  • (iii) Industrialization in the colonies
  • (iv) Factories Come Up
  • (v) The Peculiarities of Industrial Growth
  • (vi) Market for Goods

Section 3: Everyday Life, Culture, and Politics

Print Culture and the Modern World:

  • (i) The First Printed Books
  • (ii) Print Comes to Europe
  • (iii) The Print Revolution and its Impact
  • (iv) The Reading Mania
  • (v) The Nineteenth Century
  • (vi) India and the World of Print
  • (vii) Religious Reform and Public Debates
  • (viii) New Forms of Publication
  • (ix) Print and Censorship


Resources and Development:

  • (i) Types of Resources
  • (ii) Development of Resources
  • (iii) Resource Planning in India
  • (iv) Land Resources
  • (v) Land Utilization
  • (vi) Land Use Pattern in India
  • (vii) Land Degradation and Conservation Measures
  • (viii) Soil as a Resource
  • (ix) Classification of Soils
  • (x) Soil Erosion and Soil Conservation

Forest and Wildlife Resources:

  • (i) Biodiversity in India
  • (ii) Flora and Fauna in India Vanishing Forests
  • (iii) Asiatic Cheetah: Where did they go?
  • (iv) The Himalayan Yew in trouble
  • (v) Conservation of forest and wildlife in India
  • (vi) Project Tiger
  • (vii) Types and distribution of forests and wildlife resources
  • (viii) Community and Conservation

Water Resources:

  • (i) Water Scarcity and The Need for Water Conservation and Management
  • (ii) Multi-Purpose River Projects and Integrated Water Resources
  • (iii) Management of Rainwater Harvesting


  • (I) Types of farming
  • (ii) Cropping Pattern
  • (iii) Major Crops
  • (iv) Technological and Institutional Reforms
  • (v) Impact of Globalization on Agriculture

Minerals and Energy Resources:

  • (i) What is a mineral?
  • (ii) Mode of occurrence of Minerals
  • (iii) Ferrons and Non-Ferrons Minerals
  • (iv) Non-Metallic Minerals
  • (v) Rock Minerals
  • (vi) Conservation of Minerals
  • (vii) Energy Resources Conventional and Non-Conventional
  • (viii) Conservation of Energy Resources

Manufacturing Industries:

  • (I) Importance of Manufacturing
  • (ii) Contribution of Industry to the National Economy
  • (iii) Industrial Location
  • (iv) Classification of Industries
  • (v) Spatial distribution Industrial
  • (vi) pollution and environmental degradation, Control of Environmental Degradation

Life Lines of National Economy:

  • (1) Transport–Roadways, Railways, Pipelines, Waterways, Airways.
  • (2) Communication
  • (3) International Trade.
  • (4)Tourism as a Trade.


Power Sharing:

  • (i) Case Studies of Belgium and Sri Lanka.
  • (ii) Why power sharing is desirable?
  • (iii) Forms of Power Sharing


  • (I) What is Federalism?
  • (ii) Federal system in India
  • (iii) How is Federalism practiced?
  • (vi) Decentralization in India.

Democracy and Diversity:

  • (i) Case Studies of Mexico
  • (ii) Differences, similarities, and divisions
  • (iii) Politics of social divisions.

Caste Religion and Gender Issues:

  • (i) Gender and Politics.
  • (ii) Religion, Communalism, and Politics
  • (iii) Caste and Politics

Mass struggles and Movements:

  • (I) Popular Struggles in Nepal and Bolivia
  • (ii) Mobilization and Organization
  • (iii) Pressure Groups and Movements

Political Parties:

  • (i)Why do we need Political Parties?
  • (ii)How many Parties should we have?
  • (iii)National Political Parties
  • (iv)State Parties
  • (v)Challenges to Political Parties
  • (vi)How can Parties be reformed?

Outcomes of Democracy:

  • (i)How do we assess democracy’s outcomes?
  • (ii) Accountable, responsive and legitimate government
  • (iii) Economic growth and development
  • (iv) Reduction of inequality and poverty
  • (v) Accommodation of social diversity
  • (vi) Dignity and freedom of the citizens

Challenges to Democracy:

  • (i)Thinking about challenges
  • (ii)Thinking about Political Reforms
  • (iii)Redefining democracy



  • (i) What Development Promises – Different people different goals
  • (ii) Income and other goals
  • (iii) National Development
  • (iv) How to compare different countries or states?
  • (v) Income and other criteria
  • (vi) Public Facilities
  • (vii) Sustainability of development

Sectors of the Indian Economy:

  • (i)Sectors of Economic Activities
  • (ii) Comparing the three sectors Primary, Secondary and Tertiary Sectors in India
  • (iii) Division of sectors as organized and unorganized
  • (iv)Sectors in terms of ownership: Public and Private Sectors

Money and Credit:

  • (i) Money as a medium of exchange
  • (ii) Modern forms of money
  • (iii) Loan activities of Banks
  • (iv) Two different credit situations
  • (v) Terms of credit
  • (vi) Formal sector credit in India
  • (vii) Self-Help Groups for the Poor

Globalization and the Indian Economy:

  • (i) Production across countries
  • (ii) Interlinking production across countries
  • (iii) Foreign Trade and integration of markets
  • (iv) What is globalization?
  • (v) Factors that have enabled Globalisation
  • (vi) World Trade Organisation
  • (vii) Impact of Globalization on India
  • (viii) The Struggle for a fair Globalisation

Consumer Rights:


  • The content accuracy, originality, and analysis 2
  • Presentation and creativity 2
  • Viva Voce 1

TOTAL Marks 5

  1. Every student has to compulsorily undertake any one project on the following topics:

Consumer Awareness


Social Issues


Sustainable Development

If required, students may go out for collecting data and use different primary and secondary resources to prepare the project. If possible, different forms of art may be integrated in the project work

  1. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools
  2. The projects carried out by the students on different topics should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc
  3. A Summary Report should be prepared to highlight:
  • objectives realized through individual work and group interactions;
  • calendar of activities;
  • innovative ideas generated in the process;
  • list of questions asked in viva voce.
  1. It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure.
  2. The Project Report should be handwritten by the students themselves.
  3. Records pertaining to projects (internal assessment) of the students will be maintained for a period of three months from the date of declaration of result for verification at the discretion of the Board. Subjudiced cases, if any, or those involving RTI / Grievances may however be retained beyond three months.

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